VOCATIONAL OVERVIEW 

of 
NEWARK, NEW JERSEY 

Report of Advisory Committee to 
the Board of Education on the 
proposed Girls' Vocational School 



VOCATIONAL OVERVIEW 

of 
NEWARK, NEW JERSEY 

Report of Advisory Committee to 
the Board of Education on the 
proposed Girls' Vocational School. 

Prepared by Charleys H. Winsi^ow. 






Membership of the Advisory Committee appointed by 
the President of the Board of Education, in accordance 
with an action of the Board of November 28th. 1916. 

Mrs. G. Edw^ard Tatham, Chairman 

Mrs. R. C. Je;nkinson Mrs. Zachariah Belcher 

Mrs. Frederick S. Crum Mrs. Charles M. Henry 

Miss Frances C. Hays Dr. Edvige Dragonetti 

Mrs. Augusta B. Parson net Mrs. Beatrice Henry 

Miss Lydia E. Sayer Mrs. Samuel Clark 

Mrs. Helen Dunn Miss Anne J. Sutphen 



n. or .,. 

AUG 26 |9,g 



, ,: CONTENTS 

Page. 

Personnel of the Advisory Committee 4 

Part I. Purpose, methods and scope of the Overview 9 

Part II. The case stated 13 

Part III. Specific recommendations of the Committee 23 

Part IV. Teacher training 29 

Part V. Public school vocational work 33 

Appendix 1. Girls and women in industry 52 

Appendix 2. Home planning. A study in budgeting 59 

Appendix 3. Courses of study '. .'. 66 

Appendix 4. Present laws of New Jersey 88 

Appendix 5. Statistics - 95 

Appendix 6. List of references on the training for vocations 

of girls and women 114 

Part I. The Purpose, Methods and Scope op the Overview. 

Instructions to the Advisory Committee 9 

Organization of the Committee 10 

Methods of the Overview 10 

Selection of vocations 11 

Groups to be provided for 11 

Part II. The Case Stated. 

Vocational training for girls inadequate 13 

Social values to be regarded 14 

Collection of data a condition of efficiency in 

vocational education 14 

Present needs of industry 17 

Women arrive in industry 17 

Cost of inefficiency • '— '.: 18 

Cost of efficiency 19 

Girls 14 to 16 years of age abandoned 20 

Part III. Specific Recommendations oe the Committee. 

Erection of a school building. 23 

Building site 23 

New Courses : 

A course of Junior clerks 23 

A course in Junior salesmanship 24 

A course in home planning 24 

A course in budgeting 24 

A course in mechanical drawing and trac- 
ing 25 



6 Vocational Overview 

Page. 

Courses in machine shop practice and elec- 
tricity 25 

Length of school years, school week, and 

school day 26 

Library facilities 26 

Industrial co-ordinator 27 

Part IV. Teacher Training. 

The modern vocational teacher 29 

Proposed plan for the training of teachers for 

day vocational, part-time, and evening schools 30 

Part V. Public School Vocational Work. 

Types of schools 33 

Day vocational schools 33 

Co-operative part-time day schools 33 

Evening vocational schools 33 

Fawcett School of Industrial Arts 34 

Occupational changing classes in evening schools 35 

The Girls' Vocational School 35 

Establishment of the Girls' Vocational 

School 35 

Growth of the school 35 

Admission of pupils 36 

The school session 36 

Aims of the courses 36 

Courses 36 

Length of courses 36 

Dressmaking 37 

Millinery 37 

Power machine operation 38 

Hand sewing department 38 

Design department 39 

Design 39 

Shop work 39 

Costume design 40 

Arithmetic 40 

English 41 

Civics 41 

History 41 

Geography 42 

Physical Training 42 



' ■ ■ CONTE^NTS ■ 7 

Page. 
TABLES 

Table 1. Enrollment in the Fawcett School of Industrial Arts. 

1916-17 (Evening classes) 43 

Table 2. Enrollment and courses offered in evening vocational 

schools : 1916-17 44 

Table 3. Enrollment and courses in occupational changing 

classes 45 

Table 4. Statistics of articles made and sold, and of amounts 
received, for sewing and dressmaking, power ma- 
chine operating, millinery, and cookirig classes, by 
months 46 



APPENDICES 

Appendix 1. Girls and Women in Industry. 

Attitude of employers toward girls and 

women in the metal trades 52 

Female workers and the most modern me- 
chanical device 55 

Railroads and women workers : 57 

Appendix 2. Home Planning. A study in budgeting 59 

Appendix 3. Courses of Study. 

A. Course of study in Power Machine Op- 

erating 66 

B. Course of study in Design 68 

C. Course of study in Arithmetic 71 

D. Course of study in Geography of Cook- 

ing 7Z 

E. Course of study in History 75 

F. Course of study in Industrial History 75 

G. Course of study in Geography 76 

H. Course of study in Domestic Science 77 

I. Course of study in Reading 82 

J. Course of study in Civics 83 

K. Course of study in Penmanship 83 

L. Course of study in Textiles 84 

M. Sewing Outline 84 

N. Course of study in English 86 



8 



Vocational Overview 



Pagb. 

Appendix 4. Present Laws of New Jersey. 

A. Summary of compulsory education law 

now in force in New Jersey 88 

B. Synopsis of child labor laws 93 

Appendix 5. Statistics. 

Table 1. ^Number, percentage, distribution, 
and wages of certificated girl 
workers by industrial groups 95 

Table 2. Average weekly wage of certifi- 
cated girl workers classified by in- 
dustry and occupation 96 

Appendix 6. List of References on the Training for Voca- 
tions OF Girls and Women 114 



VOCATIONAL OVERVIEW 

PART I. 

PURPOSE, METHODS AND SCOPE OF THE 
OVERVIEW. 

Instructions to the Advisory Committee. 

The functions of the Advisory Committee, "who are to 
volunteer their services," are defined in the original instruc- 
tions from the Board of Education. These instructions 
contemplate and authorize a Vocational Overview of the 
city, and the formulation by the Advisory Committee upon 
the basis of the Overview of recommendations to the Board 
of Education. The Committee is directed to investigate 
conditions, and report its conclusions and recommendations 
covering the following points : 

1. The industrial and economic needs of the cityi-with 
reference to which vocational education for girls 
should be developed. 

2. The extent to which the schools are now meeting 
these needs for special types of vocational educa- 
tion, including an account of the units of vocational 
instruction now being given. 

3. The formulation of a complete scheme of vocational 
courses, embracing the introduction of new units of 
instruction, and extension and modification of units 
now being given. 

4. ' The type of building required to provide adequately 
' for the conduct of vocational \vbrlc in the community, 
with plans and elevations for such a building. 

5. The character and amount of equipment which is re- 
quired for the scheme of instruction specifically rec- 
ommended by the Committee. 



10 Vocational Overview 

Organization of the Committee 

Immediately upon organization the Committee sought 
counsel and advice regarding the subject matter under con- 
sideration. To this end it invited to appear before it, for 
example, persons who were qualified to give advice and 
counsel ; as regards the type of building and building con- 
struction advisable ; the character and extent of equipment 
necessary; information concerning courses and methods of 
instruction, and differentiated schemes or devices for giving 
Vocational Education in : all-day, part-time, co-operative, 
continuation, and evening school classes, for the successful 
promotion of Vocational Education. 

In addition, the Chairman and individual members of 
the Committee conferred with individuals and groups of 
men and women interested in, and conversant with, both 
industry and industrial education. The Committee has 
therefore profited largely by the counsel and advice of a 
comparatively large number of conferees. As a result of 
these conferences and meetings the Committee decided 
upon a limited overview of industrial and economic con- 
ditions, and present methods of promoting Vocational Edu- 
cation in Newark. 

Methods of the Overview 

The methods of obtaining the facts that are needed to 
outline an efficient and economical program for Vocational 
Education were those of observation in the various indus- 
trial activities of the city ; conferences with those engaged 
in industrial pursuits; analysis of statistical data regarding 
the economic conditions obtaining in the manufacturing in- 
dustries; and examination of official records regarding, for 
example, the issuing of work certificates to girls under six- 
teen years of age, and the prevailing wage obtaining for 
certificated children ; courses of instruction in evening 
schools and classes for employed workers, and number of 
pupils taking these courses ; number of pupils and courses of 
instruction offered in the Girls' Vocational School, and the 
economic reward for efficiency of its graduates. 



Purpose, Methods and Scope oe the Overview 11 

Selection of Vocations 

In arriving at a final selection of industries and occupa- 
tions for which courses of instruction should be offered in 
the Girls' Vocational School other factors than the number 
of workers employed were taken into account by the Com- 
mittee. It was recognized, for example, that large indus- 
trial groups of unskilled labor, and some industries em- 
ploying largely semi-skilled workers, did not provide suit- 
able basis for vocational instruction ; and that therefore an 
expenditure of any portion of the public money devoted to 
vocational instruction could not properly be made upon 
these industries and occupations. 

The "overview" was accordingly confined almost entirely 
to those industries which were important, judged by num- 
bers engaged in them, and by the probability of local devel- 
opments in the future, and were at the same time of such 
a character as to warrant the Committee in proposing them 
as suitable vocational fields in the community. 

In the main the "overview" and the determination of the 
Committee has been directed toward those industries in 
which it seemed probable that the development of the in- 
dustry and the advancement of workers in the industry were 
prevented or made difficult by lack of knowledge or of train- 
ing on the part of the worker; and to those industries and 
occupations in which shop-training and experience were 
necessarily under any conditions inadequate as a means of 
developing complete efficiency. 



Groups to be Provided For 

To provide a complete and comprehensive scheme of 
Vocational training for the youth of Newark the following 
groups of individuals must be provided for : 

(1) Girls who have passed their fourteenth year and 
who desire or feel that they must begin to prepare 
for a specific occupation or trade in a day vocational 
school. 



12 Vocational Overview 

The needs of this group may be met by the organ- 
ization of all-day courses for the more important 
industries in Newark. 

(2) Ambitious adults and young people over sixteen 
years of age engaged in occupations for which defi- 
nite vocational instruction can be given. 

The vocational needs of this group may be met 
by developing evening school instruction for those al- 
ready engaged in the trades, in science, mathematics, 
drawing and knowledge of trade processes involved 
in the occupations in which they are engaged. 

(3) Young people between fourteen and twenty-five 
years of age who are engaged as apprentices in occu- 
pations or trades for which definite vocational in- 
struction may be given, such as apprentices in the 
metal trades. 

The vocational needs of this group may be met by 
the organization of part-time vocational classes. 



PART II. 

THE CASE STATED 

Vocational Training for Girls Inadequate 

Newark is a cosmopolitan city with a population of 
more than 400,000 people. Its school population is approx- 
imately 73,000 pupils. In facing the problem of vocational 
education in the city schools the educational authorities are 
confronted with many difficulties. 

For so-called economic reasons, in Newark as in other 
cities, large numbers of boys and girls leave the elementary 
schools annually seeking work in the many hundreds of 
avenues of employment. It has been variously estimated 
that 60% of those leaving the elementary schools go into 
industry where there is no definite line of sequence or pro- 
motion for those entering on account of the lack of educa- 
tional qualifications. Practically all of the boys and girls 
start their life-career with no special training. This is 
not wholly the fault of the schools nor can it be considered 
wholly the fault of employers. It must be accredited, 
rather, to the general lack of co-operation and cohesiveness 
between the schools and the industries. 

It is generally conceded that the theory upon which any 
system of schools supported by public taxation must be 
based is that of the general welfare — the greatest good to 
the greatest number. It is therefore incumbent upon school 
authorities to administer their schools in harmony with this 
idea. And so far as the education of girls in the grades in 
Newark is concerned this has in general been done. But 
curiously enough when the question has arisen of develop- 
ing more advanced education upon an entirely different 
basis — such as conducting schools or classes to prepare for 
the industries and commerce — in almost every instance girls 
have been left until the last. 

In Newark, as elsewhere, the vital points of contact with 
commerce and industry for girls have been neglected. The 
question (1) of the development and significance of voca- 



14 VocATioNAi. Overview 

tional education; (2) of the careful study of vocational and 
continuation school possibiHties, and (3) of the social and 
economic facts of vocational education for the producer, 
the consumer, and the wage-earner, have been pressing, and 
when we consider that young girls are leaving schools with 
work certificates to enter industry in large numbers and go 
directly into approximately 200 different occupations with- 
out training the problem reaches enormous proportions. 
This, of course, does not include the girls and young women 
already employed in 100 additional occupations of a diverse 
nature. 

Social Values to be Regarded 

While, in approaching this problem from the point of 
view of commerce and industry we must, to the utmost de- 
gree, develop our human efficiencies, we should, neverthe- 
less, keep in mind always that social values are of greater 
importance than is mere economic productivity of units of 
industry. 

Vocational schools must undoubtedly yield in some meas- 
ure to the demand for more specific preparation for the 
work of the world. On the other hand, it is equally cer- 
tain that business and industry must yield to the demand 
for better adjustments to the physical, intellectual and moral 
needs of the workers. 

Collection of Data a Condition of Efficiency on 
Vocational Education 

The chief difficulty in the recent past to the establishment 
of industrial schools has been (1) the lack of data regard- 
ing occupations and (2) the lack of that intimate relation- 
ship of co-operation between shop and school which is so 
necessary to insure success. This intimacy of relationship 
must be permanently established and maintained if progres- 
sive efficiency is to be the goal. 

Industrial education in any community, if- it is to be effi- 
cient, must be at least as progressive as are the industries of 
that community, but the school authorities ought not to 



The; Case; State;d 15 

remain content to follow the industrial development of the 
community. Industrial education should not be content to 
follow, it should aim to direct industrial development. The 
data of industrial education includes not only the data re- 
lating to the shops located in the community, and to the 
employments and processes of those shops, but also data 
relating to the industry, that is to say, data which is na- 
tional and international in scope. 

A systematic inquiry regarding occupation and processes 
in those industries which are established in the community, 
and with reference to which industrial courses in the public 
schools are organized, must be made in order that courses 
may be developed in conformity with the best practice in 
the industry. 

The industrial character of a community is determined 
by a process of selective evolution. Industries develop in 
any community in competition with other communities 
largely in proportion as the environment is favorable for 
development. This selective evolution may be a blind nat- 
ural process, dependent upon unenlightened effort, or it may 
be the result of enlightened and direct effort. In either case 
the industrial character of the community will be unique and 
peculiar to that community. This does not, of course, mean 
that all of the occupations and industries of the community 
will differ materially from the occupations and industries of 
other communities. It means that the degree of develop- 
ment of each industry will be determined by local condi- 
tions. It will certainly be determined in part by accident. 
Industries may develop in a community by virtue of the 
momentum of development in the past. An industry hap- 
pens to be initiated in a community, and, simply by virtue 
of the fact it has been estabHshed, it develops unless there 
are unfavorable local conditions. 

The important consideration is that the degree of devel- 
opment of the industries established, as is the case in every 
large city, whether determined by accident or by natural 
economic conditions, is unique and peculiar. Since it is 
unique and pecuHar, the educational needs of a community 
can not be determined in any other way than by a survey 



16 Vocational Overview 

which is organized to determine for that community pre- 
cisely what is its own peculiar industrial character, and 
especially to determine in what respect its industrial char- 
acter differs from that of other communities. The final ob- 
ject, therefore, is to define precisely the industrial character, 
to emphasize especially the qualities of industrial condi- 
tions, and to provide a basis for making industrial educa- 
tion in the community as unique and peculiar as is the in- 
dustry itself. 

Our present processes are inefficient and wasteful, and 
we suffer great loss from incomplete production, due to 
want of skill. We pay little or no attention to the human 
element in industry, and much less to the experimentation 
for correct standards. Men are assigned to this machine 
or that machine, to one process or another, and left to toil 
without any well-defined notion of how the volume of their 
output will balance with the output of other men operating 
other machines or engaged in other processes. There is 
little information at hand to indicate whether individual 
workmen are efficient or whether they are performing their 
tasks by the shortest possible cuts. Training for industrial 
efficiency, if it is realized that the human element must be 
considered, will make of every worker grounded in the 
science of industrial processes an experimenter for im- 
proved methods. It offers an opportunity for research into 
industrial processes that will make every worker a research 
student, instead of a devitalized and de-energized auto- 
maton. 

One purpose of industrial education should be to teach 
the best usage and practice, as well as processes in the in- 
dustry ; in a word, to teach the industry to the community 
as well as to the youth who are to enter the industry. When 
an industry is following obsolete methods the purpose of 
industrial education should be to be aggressive in estab- 
lishing modern methods and the most approved shop prac- 
tice, both as regards manufacturing processes, the organiza- 
tion of the working force, and the division of labor. 



The: Case: Stated 17 

Present Needs of Industry 

The present needs of industry, viewed from their econ- 
omic aspect only, may be summarized in part as follows : 

1. A greater investment of labor power and skill in the 
finished product. 

2. A readjustment of relationship between employers 
and employees, which involves a co-operative effort by em- 
ployers and employees for productive efficiency. 

3. Relief of the workers from the deadening monotony 
of employment. 

4. An educational system that will develop initiative, in- 
dependence, imagination and self-reliance. 

Women Arrive in Industry 

Never have we been quite so certain that women are per- 
manently in industry as at the present moment. However, 
since they have "arrived" the question of their participa- 
tion in the future is probably the largest unsolved problem 
confronting educational authorities today. 

Industry is commandeering the young girls of the nation 
to its service, and generally speaking, is failing to safe- 
guard properly those so engaged, either before entrance into 
the world's work or after they have become part of the boil- 
ing, broiling heat of competition. 

Employers of young girls have only recently assumed 
anything like a fair share of responsibility in properly or- 
ganizing a movement for vocational education. It is true 
that opinion has been divided as to the value of trade prep- 
aration for girls. This has been based upon the supposi- 
tion that large numbers remain in industry for only a few 
years. This notion, however, is fast disappearing, largely 
due to the increasing economic pressure caused by the high 
cost of living which makes wage earning more and more 
necessary. 

Experience during the past ten years with trade educa- 
tion for girls leaves no question whatever concerning the 
value of vocational education for those who are prepared 



18 Vocational Overview 

to benefit by it. It serves to bridge the gap between the 
ordinary day school instruction and industry, gives the girl 
a chance to discover what she is capable of doing, prepares 
her to face difficulties, offers a definite entrance into indus- 
try and arouses her ambitions to succeed. It develops the 
faculties of concentration and application, which are so es- 
sential to an industrial career. It raises standards, creates 
ideals of work, gives breadth and vision and trains the girl 
to appreciate the value of time, attention, courtesy, effici- 
ency and loyalty. Parents and employers generall)/ are 
anxious to secure the benefits of such training as soon as 
it is demonstrated that earning power is increased. 

It is much to the credit of employers that many of them 
in the very recent past have awakened to the value of Voca- 
tional training for girls, and in consequence have been fore- 
most in advocacy of special training in the public schools. 
Moreover, employers have shown greater care in selecting 
their operatives, and in instances where industrial condi- 
tions permit, girls have been placed in rooms by themselves 
in charge of responsible women overseers. 

As a rule, girls do not enter industry in the same serious 
spirit which distinguishes the entrance of boys. It is re- 
gretable that only a small proportion of girls see in their 
work anything but a makeshift. Yet that portion who do 
regard it as being worthy of serious interest and effort de- 
velop more rapidly into efficient workers or executives than 
do the boys. 

Instances of the rise to posts of high responsibility in 
commercial and industrial establishments, where opportu- 
nity to demonstrate capacity obtains, have been remark- 
able. In fact, nothing in recent social phenomena is more 
striking than the zeal of young women to lead in abso- 
lutely new lines of vocational activity in commerce, indus- 
try, or war. 

Cost of Inefficiency 

One general conclusion of the Newark "overview" is that 
the price paid for inefficiency by Newark employers and 
wage-earners individually, and by the community collec- 



The Casi; State^d 19 

tively, is enormous, and that this large item of cost in econ- 
omic service is a serious handicap to the community in its 
effort to improve, or even to maintain present standards 
of economic and social welfare. In any accurate cost ac- 
counting by this community, inefficiency must figure as a 
very large item of expense. This is perhaps the most im- 
portant finding of the "overview^." 

Cost of Efficiency 

The cost of efficiency, that is to say, of developing and 
maintaining an adequate system of vocational instruction 
and training — would be inconsiderable in amount, as com- 
pared with the price now being paid from year to year for 
inefficiency. For a price far below that which the com- 
munity is now paying for inefficiency, it could purchase a 
high degree of general efficiency, and the advantage of effi- 
ciency over inefficiency would then be a clear economic 
profit to the community, over and above what it is earning 
under present conditions. 

The social gains which would result from increase in 
efficiency, if they can in any sense be measured against the 
economic gains, would be of even greater value, since a 
condition of efficiency is incomparably superior socially as 
well as economically to a condition of inefficiency. 

In considering the cost of establishing and maintaining a 
system of vocational education in Newark, it should be 
borne in mind that no approach has yet been made in this 
community to that degree of efficiency where the cost of 
acquiring greater efficiency begins to approximate the eco- 
nomic gains to be earned by the added efficiency acquired. 
On the contrary, every dollar wisely spent now for voca- 
tional education and training will certainly yield back in 
the course of a few years the original investment together 
with a large dividend of profit to the community and to the 
state. It will probably be many years before the system 
of vocational education can be developed in Newark to the 
point where any expenditure for its further extension and 
improvement will be a doubtfully profitable investment of 
public money. 



20 Vocational Overview 

Girls 14 to 16 Years o£ Age Abandoned 

The 14- to 16-year-old children are not wanted in in- 
dustry, and are not provided for in the schools. 

It is clearly established in the findings of the "overview" 
that these children leave school in large numbers, although 
it is not possible to determine from data available where 
they are going or have been going for years past. For 
these ages, which embrace the most critical period in the 
youth's development, the community has no data sufficiently 
accurate and complete to be of any value. The child is not 
graduated by the school into industry, but is rather, in the 
large majority of cases, submerged in the community's life, 
and left to establish such uncertain economic relationships 
as accident may make possible. Boys and girls drop out 
of school to take up one employment or another, as acci- 
dental opportunity presents itself, generally without intelli- 
gent choice or guidance with reference to personal qualifi- 
cations. 

The child thus vanishes from the educational purview at 
precisely that age when he or she especially requires voca- 
tional guidance, instruction and training ; and he does not 
appear for several years established in the field of economic 
activities. 

Boys and girls who leave school at fourteen to six- 
teen years of age are not old enough to enter upon an 
apprenticeship, and in the main the doors of the more de- 
sirable skilled employments are closed to them. The result 
is that, on leaving school, they shift about from one occu- 
pation to another, with little opportunity to acquire skill 
or to increase their wage-earning capacity in any occupa- 
tion. By far the larger number soon attain their maximum 
earning capacity, which they find inadequate for the main- 
tenance of decent standards of living when they become 
men and women. 

At the present time children are allowed to leave the pub- 
lic schools at fourteen years of age if they have finished the 
fifth grade, without any further provision whatever for 
their education. For the most part, those who quit school 



The Case Stated 21 

at this age leave without any preparation for wage-earning 
and without an opportunity even of finding out what work 
they are best fitted to do in Hfe. 

About half the children between fourteen and sixteen 
years of age who are employed under working permits 
declare they want to be better trained for the work they 
are doing and that they are willing to return to school, if 
the school will offer courses which they need. 

The need for vocational education was emphasized in the 
enthusiastic support which the employers and employees 
gave to the "overview" and in their unqualified endorsement 
of the proposal to establish classes and schools for train- 
ing. The large number of pupils enrolled and the large 
amount of money spent in private schools of all kinds go 
to show that there is a demand for courses of instruction 
which are not now given in the public schools. 

The growing industrial province of the city, calling as it 
is for workers in greater numbers and of higher skill to 
produce for specialized markets, demands a system of in- 
dustrial education to promote knowledge and skill in me- 
chanical processes. 

It is impossible for the private school to meet the needs 
of the community in this respect. 

At present, most of the avenues of training young people 
in Newark are paved only for the group of people who have 
special abilities and ambitions in business and professional 
work. There is need of adding other courses and schools 
which will offer avenues of training for other abilities and 
ambitions in productive callings. Failure of the schools 
to hold children until they have graduated from the ele- 
mentary courses is a subject of frequent comment. The 
mortality rate in the high schools of Newark is very large. 
This is a common condition in other cities. In Newark 
this high mortahty rate is due to many causes, among 
which may be mentioned the lack of suitable opportunities 
for vocational instruction. 



22 



Vocational Overview 









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PART III. 

SPECIFIC RECOMMENDATIONS OF THE 
COMMITTEE 

Erection of a School Building 

The Committee recommends the extension of the present 
opportunities for the training of girls and women (1) 
lor wage-earning occupations in industry and in com- 
merce, and (2) for home-making and house-keeping. 
In keeping with this purpose the Committee recom- 
mends the erection of a school building with the neces- 
sary equipment to carry on the instruction planned and 
hereafter recommended. 

Building Site 

The Committee recommends that the Board of Education 
acquire for the purpose of locating a Girls' Vocational 
School the properties next adjoining the site selected 
for the erection of the Boys' Vocational School. (Sus- 
sex Avenue, between First and Second Sts.) The 
area for said purposes to be determined by the Board 
of Education after consideration of the plans sug- 
gested later by the Committee. 

New Courses 

In addition to the courses now being given in the Girls' 
Vocation School, the Committee recommends new 
courses as follows : 

A Course for Junior Clerks 

The Committee recommends a special two-year commercial 
course composed largely of technical subjects. This 
course should include training in modern business prac- 
tice, and in the use of machines and devices such as : 
typewriters, electric adding machines, adding typewrit- 



24 \'ocATioNAL Overview 

ers, comptometers, computing machines, mimeographs, 
and multigraphs. It should give also an elementary 
knowledge of modern business problems. 

A Course in Junior Salesmanship 

The Committee recommends a special course in salesman- 
ship. This course should cover two years and should 
include such subjects as the following: Business Eng- 
lish and correspondence; business writing; business 
arithmetic ; personal hygiene ; industrial history ; civics ; 
commercial geography emphasizing fibers, textiles and 
clothing; color harmony and application of principles 
of design to merchandising; art and science of sales- 
manship ; and store practice. 

A Course in Home Planning 

Tlie Committee recommends that a course in fundamentals 
of home planning and budgeting be established. This 
course should cover one year and be based upon the 
fundamental principles which govern the economic and 
artistic furnishing of a home. The course to include 
the study of such problems as: (1) What principles 
govern good taste in the selection of wall paper and 
draperies ; what constitutes good construction and de- 
sign in furniture ; how to choose floor coverings, pic- 
tures, pottery, china, kitchen utensils, etc., in short, 
all furnishings of the house from the economic and 
artistic basis; (2) how to arrange these furnishings 
within a given space in a home so as to gain the great- 
est amount of beauty and convenience; and (3) how 
to obtain harmonious color in a room. 

A Course in Budgeting 

The Committee recommends that the above scheme of in- 
struction include a study of cost and values ; of the 
relation of income to expenditure, and in general econ- 
omy and waste in household management. 



Spe;cific Recommendations 25 

A Course in Mechanical Drawing and Tracing 

The Committee recommends a course in mechanical and 
architectual drawing and tracing. This course should 
cover : 

Free hand drawing and design ; the use of triangles, 
and of the T square scale ; lettering ; care of instru- 
ments ; drawing of simple objects; construction of 
helix ; ellipse ; drawing from sketches ; simple machine 
parts ; standard bolts, nuts and threads ; development 
of cylinders; hexagonal and square prisms; develop- 
ment of pipe joints. 

Function of the architect, building materials, archi- 
tectural development of the modern home, heating, ven- 
tilating, lighting, plumbing, etc. Making tracings, 
blueprints, binding the working drawings. Drawing 
of machines and complex machine parts. Elements of 
design, geometry, drawing of street intersections, sec- 
tions and topographical work, etc. Drawing of some 
form of shop work. 

Courses in Machine Shop Practice and Electricity 

The Committee recommends the organization of courses in 
the elements of machine shop practice and electricity. 
On account of the steady demand for women as- 
semblers on small work such as clock mechanisms and 
calculating machines, for women polishers, winders, 
operators on electrical instruments, and workers in plat- 
ing and dipping departments in metal trades establish- 
ments, it is believed that courses of instruction cover- 
ing these fields could be offered to advantage. The 
practice work in these courses could be taken in the 
work shops and laboratories of the Boys' Vocational 
School. 

This would eliminate duplication of equipment and 
in part of the teaching force. 



26 Vocational Overview 

Length of School Year, School Week, and School Day 

The Cotnmittee recommends a school year of 48 weeks, a 
school week of five session days, and a school day of 
six hours. 

It may be noted that the tendency in other communi- 
ties is to lengthen the school year generally in all other 
courses as well as in vocational work, and the above 
recommendation appears to the Committee to be a rea- 
sonable intermediate between extremes, which on the 
one hand would entirely eliminate vacations and re- 
creation days and on the other unduly protract and 
mukiply such periods. During portions of each day 
and of each week the child should be entirely free of 
school discipline. 



Library Facilities 

The Committee recommends that there be estabHshed and 
developed a library with extensive facilities along trade 
and technical lines. The director of the Girls' Voca- 
tional School should study the interests and needs of 
her pupils who are to be the future workers, in order 
to learn : ( 1 ) To guide their interests in reading along 
the most helpful lines; (2) To secure the books con- 
taining useful information which will best meet their 
requirements. 

The library should be made to function with each 
vocational class in the school so as to encourage the 
habit of securing vocational help from print. 

The practice of opening the school library, in the 
evening, should be extended to adults not enrolled in 
the school to stimulate interest along educational, in- 
dustrial, and inspirational lines. 

Different industries and organizations within indus- 
tries should be asked to recommend lists of books de- 
sirable and helpful from the standpoint of the occupa- 
tions and industries. Trade and technical literature 
are readily available and purchases from them should 



Spkcific Recomme;ndations 27 

be made on the recommendations of men and women 
engaged in the industries, trades and occupations. Not 
only are these books needed, but pamphlets and the 
standard trade and technical magazines for each voca- 
tion should be installed. 

This material will be of two general kinds : First, 
informational; that is, giving information of a read- 
able and interesting kind concerning material, tools, 
machines, processes, devices, discussions ; and second, 
reference material to which those interested in more 
thoroughgoing study or desiring information for spec- 
ial purposes may readily refer. 

Lists of new accessions of publications of any meas- 
ure of interest to those engaged in the occupations and 
trades should be posted in the industrial plants of the 
city. A system of postal card notices should be used 
to notify girls and women workers who have show. 
special interest in the past to such new accessions. 

Industrial Co-ordinator 

The Committee recommends' that, ultimately, if not at the 
outset, an expert in shop practice be appointed to the 
staff of the Girls' Vocational School. It should be 
the duty of this expert so to organize conditions pre- 
vailing in the shops as to obtain for the girls and 
women workers the greatest amount of educational 
value out of their wage earning employments by pro- 
viding such an organization of the labor forces in the 
shop as will yield an all-around training for the in- 
dustry. 

At the outset this experiment might take the fol- 
lowing trend : The co-ordinator, who is naturally a 
regular teacher in the school, might devote one-half of 
her time to teaching in the school and the remainder of 
her time to observing and co-ordinating with the indus- 
tries. This method presupposes continuous contact 
with the school as a teacher and with the industry as 
a co-ordinator. 



28 Vocational Overview 

This work will, of course, necessarily be conditioned 
upon the full co-operation of employers with the 
school authorities, and since one result of such expert 
service should certainly be an increase in the efficiency 
of the working force in each establishment it may 
fairly be assumed that employers would co-operate 
freely in this line of work. 



PART IV. 

TEACHER TRAINING 

The Modern Vocational Teacher 

The modern teacher or the successful teacher of vo- 
cational education differs in many respects from the 
typical teacher of preceding generations. She must possess 
the same general characteristics that have always marked 
the great teachers — sincerity, energy, determination, pa- 
tience, tact, kindness, courtesy, insight, ability and en- 
thusiasm. Her education must be of the double bar- 
relled type, possessing all of the before-mentioned qual- 
ifications plus at least the education and training nec- 
essary to earn a livelihood at some particular voca- 
tion or in other words she must have a much broader and 
clearer view of the activities of Hfe and of work in the 
social, industrial and commercial field of human endeavor 
than did the old time teacher whose attention was focused 
upon her subject only. 

The modern teacher functions quite differently than the 
teacher of the past. Because of modern social and economic 
conditions new functions and new educational specializa- 
tions have come into the teaching profession. The modern 
teacher must see very clearly the vital connection between 
the school, the industries and the community. 

In a word, the modern teacher needs in addition to a 
sympathetic imagination, systematic training in at least one 
of the important occupations in the community's activi- 
ties, and scientific training in teaching methods in order to 
impart this knowledge to her pupils. Never should she 
lapse into a teacher of obsolete processes in commerce or 
industry, but through constant personal touch with indus- 
trial activities be able to impart the last thought in modern 
industrial, social, and economic reorganization. 



30 Vocational Overview 

Proposed Plan for the Training o£ Teachers for Day 
Vocational, Part-Time, and Evening Schools 

The problem of the selection and training of teachers 
for vocational instruction is of such immediate importance 
that it must become a part of the plan for the introduction 
of these courses. It may be stated at once that unless the 
teacher has had a working experience for a reasonable 
length of time in a trade he or she will not show much 
familiarity either with the tools of the trade or with the 
processes of the industry, and it is also true that boys and 
girls in a trade have a quick appreciation for the skill and 
ability of the trained workman. But if a teacher is selected 
who displays a lack of skill and especially a lack of knowl- 
edge of up-to-date methods he or she will not succeed in 
winning the confidence of their pupils. All such pros- 
})ective teachers will need help and especially the training 
in organization of teaching material and the working out 
of lesson plans. 

It is believed that this training of teachers can be car- 
ried on locally in connection with our evening school work. 
It is certain that the state at present makes no provision 
for this specialized training of teachers in evening schools 
which is available in Newark. 

The work ofifered in the normal school prepares for 
manual training positions in grade school work. The 
instruction ofifered there is too often below the grade of the 
work done in the large cities to make the product of these 
schools available to us either in the upper grades of the 
High School or in the vocational work. Practically none 
of the normal school graduates have had any vocational 
experience in addition to their teaching experience. Most 
of them hesitate to go into a shop in the summer. 

The teachers selected for evening school work from the 
trades need specialized instruction from men and women 
of wide experience both in teaching and in industry. Pre- 
cisely this type of man or woman is needed to direct the 
evening school work and the work of the day vocational 
schools. We believe it is possible to combine the two func- 



Teache^r Training 31 

tions and to train men and women for teaching positions 
according to the following plan : 

1. Select young men and women of ambition and enter- 
prise from the local industries. Choose those likely to be 
willing to enter school work after a year or more of even- 
ing school experience. 

2. Arrange the courses in evening school in such a way 
that these prospective teachers may teach two or three 
nights each week and return to the school themselves the 
third or fourth night. 

3. Set aside a room with reference library, trade jour- 
nals on file and catalogues and courses from other schools. 

4. Require the evening school teachers on their free 
evenings to work out under the supervision of the director, 
lesson plans and problems relating to their class work for 
the following week. This prepared material should be put 
in typewritten form and duplicated for use by the indi- 
vidual pupils in the evening school. Pupils should pay in 
advance a sum sufificient to pay for the paper. 

5. These teachers should work the full class periods and 
should be encouraged to make individual investigations into 
the needs of their trade. Men and women from the trades 
should come in frequently for the purpose of checking up 
their work. 

6. These teachers should receive enough pay to make the 
work attractive to them and should be paid as much for the 
preparation of lessons as for actual teaching. Men or 
women who feel that four nights each week is too much 
work may work on a three or two-night basis. No one should 
be hired who cannot give some time to the preparation of 
lessons. 

7. When these men and women have worked through 
a course in the trade they should be required to revise it 
and supplement it by repeating the work a second year or 
a second term. All material used should be kept on file 
and when finally complete should be printed for use or 
exchange with other schools. 



22 Vocational Overview 

8. At least twice each year the State Department should 
send an agent to the school to talk to these teachers on 
the organization of teaching materials and the conduct of 
trade instruction. 

9. When men and women have had two years of this 
experience they should be available as teachers in day 
school or manual training or vocational work. The state 
should make it possible to employ such teachers according 
to law by a system of licenses or otherwise. 

10. Such teachers should work under a salary schedule 
and should receive at the end of a stated period a certificate 
showing their preparation as teachers of the vocation. 



PART V. 

PUBLIC SCHOOL VOCATIONAL WORK 

Types of Schools 

Vocational Education in Newark public schools is car- 
ried on in three distinct types of institutions; (1) Day 
vocational schools; (2) Co-operative part-time day schools; 
and (3) Evening vocational schools. In addition to the 
instruction carried on in these schools provision has been 
made for a new type of instruction known as Occupational 
Changing Classes. All, save the Occupational Changing 
Classes receive state grants. 

Day Vocational Schools. Day vocational instruction is 
given for boys in the Boys' Vocational School; and for 
girls' in the Girls' Vocational School. 

. The Boys' Vocational School offers at present five dis- 
tinct vocational courses designated as follows: machine 
shop practice, printing, drafting, electrical work, and wood 
work. The number of pupils enrolled March 30, 1917, was 
171. 

The Girls' Vocational School ofifers seven different voca- 
tional courses, designated as follows : dressmaking, power 
machine operating, millinery, cooking, sewing, and design. 
The number of pupils enrolled March 30, 1917, was 110. 

Co-operative Part-Time Day Schools. Courses in sales- 
manship for department store employees were established 
in April, 1917. The study periods of these classes are 
planned to meet the requirements of department stores. 
During the busy hours the school is not in session, but dur- 
ing the dull portion of the work day employees are per- 
mitted to attend sessions of the school without loss of pay. 
The number of pupils enrolled in these classes was 38 
girls and 1 boy. 

Bvening Vocational Schools. The first evening school 
was established in Newark in 1792 and consisted of one 
teacher and 40 pupils. 



34 Vocational Overview 

In 1857 instruction was offered in five elemetary schools. 
The teaching force consisted of 16 teachers and the enroll- 
ment numbered 845 pupils. In 1890 instruction was offered in 
one evening high school and six elementary schools with 
a teaching force of 70 teachers and an enrollment of 3,451 
pupils. In 1915, instruction was offered in six high schools, 
sixteen elementary schools, and one industrial arts school ; 
courses of instruction for apprentices were given in one 
school, and a course for the deaf in another. The teaching 
force had grown to a total of 440 teachers and the enroll- 
ment to 17,855 pupils. 

During 1916-17 instruction was offered in six high 
schools, sixteen elementary schools, and the Fawcett School 
of Industrial Arts ; two classes were given for gymnasium 
work only, apprentice classes were given in the Boys' Voca- 
tional School, and a class for the deaf elsewhere. The en- 
rollment in November, 1916, was 11,579, and the teaching 
force 437. 

Newark has maintained evening high schools since 1890. 
These schools have offered a wide variety of instruction. 
In late years steps have been taken to improve and extend 
the courses in vocational work in the high schools. As 
an evidence of the widening range of vocational instruction 
offered in these schools it may be stated that the following 
classes were maintained during 1916-17: Advertising, cook- 
ing, drawing, dressmaking, electricity, English, electro- 
plating, mathematics, machine shop practice, mechanical 
drawing, millinery, nursing, pattern making, plumbing, 
printing, sewing, sheet metal work and wood work. The 
instruction is carried on in seven different centers and the 
total number of pupils enrolled is 1,377; 454 males and 
923 females. 

Fawcett School of Industrial Arts 

This school is primarily an evening school devoted to 
the purposes of industrial arts. For many years this school 
has maintained classes in its present location, but recently 
the expansion of its work has been such that classes have 
been organized in three different centers outside the school 



PuBivic School Vocationai, Work 35 

proper. Courses of instruction offered in this school are 
the following: architectural drawing, commercial adver- 
tising, crafts, design and modeling, die cutting and sinking, 
fashion design, and free hand drawing. In jewelry, in- 
struction is offered in modeling and jewelry making. In 
addition to the above classes instruction is offered in indus- 
trial design, mathematics and mechanical drawing, prepara- 
tory mathematics and mechanical drawing, ceramics, sketch 
and perspective, still life, watercolor and design. The 
total number of pupils enrolled in 1916-17 was 964; 720 
males and 244 females. 

Occupational Changing Classes in Evening Schools 

In work of this character Newark has taken an advance 
step. In many of the larger cities the necessity for instruc- 
tion of this character is apparent but communities have been 
slow to meet the needs. Newark is therefore to be con- 
gratulated on this forward step in giving to its citizens the 
opportunity to make a second choice in life careers. These 
classes receive no state aid, being maintained entirely out 
of the school budget. Ten different classes are maintained 
for this work and are as follows : cabinet making, cooking, 
dressmaking, embroidery, mechanical drawing, millinery, 
sewing, shop mathematics, machine shop work, and wood- 
turning. The total number of pupils enrolled was 690; 
309 males and 381 females. 

The Girls' Vocational School 

Bstdblishment of the Girls' Vocational School. 

The Girls' Vocational School was established by the 
Board of Education September 4, 1914, in the old 
Normal School building on Washington Street. The 
initial enrollment was forty girls. During the first 
month the enrollment increased to approximately ninety 
pupils. 

Growth of the School. 

During the school year 1915-16, 138 pupils were en- 
rolled and accommodations were made to increase the 



36 Vocational Overview 

capacity to 150 pupils. During the school year 1916-17 
the enrollment had increased to 162 pupils. 

Admission of Pupils. 

Girls must be over fourteen years of age and must 
have completed the 5 A grade in the elementary 
schools. 

The School Session. 

The school sessions are the same as in other public 
schools — ten months of the year from 9 a. m. to 4 
p. m., Monday to Friday, inclusive, with one hour at 
12 for luncheon and recreation. Vacation periods are 
the same as in other public schools of the city. 

Aims of the Courses. 

The main object of the school is to prepare girls to 
enter the various occupations in industry and to place 
them in positions where they can earn wages compar- 
able to their earning capacity. In addition ways and 
means are devised by a "follow up system" to secure 
for them opportunities for promotion when they have, 
through actual practice at their occupations, become 
skilled workers. 

Courses. 

The school ofifers training for admission into the fol- 
lowing trades and occupations : dressmaking, millinery, 
and power machine operating. 

In connection with the training for these trades and 
occupations pupils are given instruction in: costume 
drawing and design, designing and perforating for em- 
broidery, cooking and sanitation, physical training, 
English, civics, penmanship, arithmetic, commercial 
geography and industrial history, and textiles. 

Length of Courses. 

Courses may be completed in two years and pupils 
may elect one of the following: dressmaking, millinery, 
power machine operating. Pupils are required to take 
in connection with the above occupational training, do- 



Public SchooIv Vocationai, Work 37 

mestic science and sanitation, hand and machine sew- 
ing, drawing and design, and the correlated academic 
subjects. 

Dressmaking. 

The purpose of the dressmaking course is to train 
girls to be assistants and improvers on skirts, waists 
or sleeves. The course is divided into three sections. 
In the elementary section simple hand and machine 
sewing is required of the girls. In the intermediate 
section emphasis is placed on machine rather than hand 
work. The aim in these departments has been to give 
pupils a knowledge of the principal stitches and their 
applications on single garments. This leads to an un- 
derstanding of the principals which would be used in 
special trades. A course in machine sewing has been 
given in connection with the hand work. The girls 
have made underwear, collars, middy blouses, skirts of 
different materials and one piece dresses of gingham, 
linen or voile. 

Step by step the girls advance, taking up new pro- 
cesses, using new materials, handling more different 
problems up to the advanced dressmaking when she is 
able to work on order work, ranging from shirt waists 
and summer dresses to dresses of woolen materials 
and gowns of silk, satin and chiffon. The dressmak- 
ing department is under the supervision of a skilled 
woman from the trade. The school shop has been or- 
ganized like a trade shop and we are taking orders for 
afternoon dresses, house dresses, and more elaborate 
gowns of satin, silk and chiffon. During the past year 
they have made in the sewing and dressmaking depart- 
ments, 1,037 garments, most of which were special or- 
ders, one of them a wedding dress of white charmeuse. 
The proceeds from this department the past year were 
$523.49. 

Millinery. 

The millinery course consists of instruction in the 
various details of millinery work, the making and 



38 Vocational Overview 

covering of frames, putting on of facings or bindings, 
preparing trimmings, making ornaments and the orna- 
menting and trimming of simple hats. The students 
have had some work also in remoleding hats and they 
are wearing with pride hats which they have remod- 
eled. Millinery is a trade which offers many artistic 
possibilities to the girl with especial talent, but as the 
seasons are so short it is almost impossible for a girl 
to depend upon it for a livelihood. She must have 
some other employment. Considerable hand sewing is 
given in connection with the millinery course. Be- 
tween seasons the girls are taught to make bows, fancy 
trimmings, neckwear and fancy articles. The teacher, 
a practical milliner, comes two half -days each week. 
During the last six months the students made 163 hats 
and other articles, seventy-six of which were sold, the 
proceeds amounting to $52.93. 

Power Machine Operation. 

The aim of the Power Machine Operating Depart- 
ment is a practical one, namely, to enable students to 
reach a higher degree of efficiency along elementary 
lines, and to secure a broader ti-aining. 

Promotions are made according to the abihty of the 
girls. As various steps are accomplished the more dif- 
ficult problems are at hand, providing a stimulus to 
continued and best effort. 

In training, accuracy of detail rather than speed has 
been the object of attainment. The automatic hand- 
ling of detail naturally precedes speed, and the student 
who shows mastery in the first steps naturally attains 
to speed, as a result of experience. With experience 
and interest in their work girls who have received such 
training command a much higher wage than do those 
who lack training. 

Hand Sewing Department. 

The aim of this department has been to give pupils 
a knowledge of the principal stitches and their appli- 
cations on single garments. This leads to an under- 



PuBuc School Vocational Work 39 

standing of the principles which would be used in 
special trades. A course in machine sewing has been 
given in connection with the hand sewing. The girls 
make underwear, collars, middy blouses, skirts of dif- 
ferent materials, and single one-piece dresses. 

Design Department. 

The work of this department has been arranged un- 
der three heads. These parts are inseparable and are 
followed out, one by one, in order to have all-around 
study of the influence which bears upon the work. 

Design. 

Under this head a study of space relations and 
shapes has been made in such a way that it will influ- 
ence any line of work followed up. Direct applica- 
tions have been made to scalloped edges of materials 
differing widely in textures, to the decorations of 
towels, collars, doilies, and undergarments. 

Color study in the abstract was given, followed by 
the selection of color schemes for clothes, decoration 
of materials, and the carrying out of designs in thread 
or paint. 

Shop Work. 

This branch of the work has been very closely asso- 
ciated with the sewing department, and consists of the 
study of the width of hems, bands, tucks, etc., as well 
as the grouping of tucks, placing of pockets, arrange- 
ment and quality of trimming and practice work in 
mitreing corners. This also includes the eye training 
for straight lines and good curves in cutting or stitch- 
ing methods of accuracy in planning with materials, 
and the adjustment of stock patterns as a guide in 
carrying out original designs. In connection with the 
cooking department, printing and decoration of menu 
cards and the arrangement and decorating of the table 
is being taught. 



40 Vocational Overview 

Costume Design. 

The aim of this department is to help the girl in 
forming her ideas of suitable and becoming clothing, 
to teach her that good dressing is a matter of good 
taste rather than money, and to bring out an individ- 
uality which will strengthen her personality for any 
line of work she may wish to enter. 

The pupil begins by making selections of patterns 
and materials which are suitable to the figure of the 
wearer and appropriate for the general use to be made 
of the garment. 

Various types of figures are studied as to shape and 
size with the adaptation of stock patterns to each one. 
This is followed by the designing and illustration of 
underwear, waists for different occasions and of vari- 
ous materials, dresses and suits meeting different re- 
quirements as well as accessories. 

Several lessons on hats developed the millinery 
study in much the same way. 

With all this is combined the color and design work 
as applied to the selection and decoration, as well as 
the making of models in tissue paper. 

Arithmetic. 

Many, girls are unprepared in the fundamental sub- 
jects, corning as they do from different grades in the 
elementary schools. This difficulty has to be overcome 
in working out plans for arithmetic and language. The 
practical side of this work appeals to the students and 
their progress is very marked. 

The work in this subject consists of a thorough drill 
in rapid addition and in the other fundamental pro- 
cesses, also in fractions and practical problems, making 
out bills and checks and keeping simple accounts. 

Many practical problems are given in the use of the 
tape measure and yard stick, planning for ruffles, hems, 
and tucks and for cutting materials for various gar- 
ments; also problems involving the use of money and 
estimating the cost of materials used in the production 
of different articles. 



Public Schooi. Vocationai, Work 41 

In the cooking department a careful estimate is made 
of the cost of materials used in the preparation of 
single recipes, or for luncheon. The gas meter is read 
and the amount of the gas bill estimated. Lunch room 
accounts are made out daily by the pupils in the arith- 
metic class. 

During the last month students have had some ex- 
perience in making out a budget for families of dif- 
ferent sizes. 

Bnglish. 

The related work in Enghsh consists of spelling 
terms used in the industrial departments, writing dif- 
ferent kinds of business letters — such as letters ordering 
bills of goods, and letters applying for positions — and 
replying to different types of business correspondence ; 
also, some instruction is given in the writing of friendly 
letters. Special attention has been paid to penmanship, 
and students are encouraged to write a clear, legible 
business hand. There has been marked improvement 
in the writing. Topics especially interesting from the 
industrial departments and from the history and geog- 
raphy work have been used for compositions and stress 
has been laid on the use of correct English in general 
conversation. 

Civics. 

The work done in this course is of a practical na- 
ture. Some of the city departments have been sub- 
jects for discussion, and girls have been made to rea- 
lize how they can co-operate and receive help from 
such departments as the Fire Department and the 
Board of Health. 

History. 

The aim has been to awaken an interest in the in- 
dustries in which women are engaged, in order that the 
girl may understand her relation to the industrial 
world. 



42 Vocational Overview 

Geography. 

The subject is related as closely as possible to the 
girls' work. The material upon which they work, the 
condition of growth, the processes of preparation and 
the trade routes by which such materials reach the city 
are studied. These are illustrated by raw and manu- 
factured materials, pictures, etc. 

Physical Training. 

The lack of a gymnasium has been a great handicap 
in this work. 

The aim has been to give the girls not only recrea- 
tive exercise, such as games and dances, but corrective 
work as well, to improve posture and correct defects. 

During the year each girl has been given a physical 
examination by the school physician, and from time to 
time has been in consultation with the school nurse. 
The nurse has made daily visits to the school and has 
been most faithful and conscientious in her oversight 
of the pupils. Many of these with poor teeth and 
other defects have been followed up and the defect 
remedied. 



Public School Vocational Work 



43 



Table 1. — Enrollment in Fawcett School of Industrial 
Arts; 1916-17 

CEvenin"" Classes) 



COURSES 



Total 



Boys 



Girls 



Total 

Architectural drawing : 

1st year 

2nd year 

3rd year 

4th year 

Commercial advertising, 2nd and 

4th years 

Crafts : 

Day courses 

Evening courses 

Design and modeling, 2nd and 

3rd years 

Die Cutting and Sinking 

Fashion design 

Free hand drawing 

Jewelry : 

Modeling 

Making, 1st, 2d and 3d years.— 

Industrial design, 1st year 

Mathematics and mechanical 
Drawing: 

Preparatory 

1st year 

2nd year 

3rd year 

4th year 

5th year 

Sketch and perspective, 3rd and 

4th years '. 

Water color and design 

Still Life, 2nd year ... 

Ceramics 



964 

51 

28 
18 
17 

25 

33 

28 

.■'? 

18 

3^ 

.102 

18 
35 
38 



58 
107 
86 
35 
22 
18 

47 
56 
28 
31 



720 

51 
28 
18 
16 

21 

2 
4 

19 

18 

6 

75 

18 
3^ 
18 



58 
107 
86 
35 
22 
18 

43 

4 

20 



244 



1 
4 

31 

24 

13 



27 
27 



2 
20 



4 
52 

8 
31 



44 



Vocational Overview 



Table 2. — Enrollment and Courses Offered in Evening 
Vocational Schools, 1916-17 





ENROLLMENT 


Courses 


Total 


Schools 


Both 
Sexe5 


M. 


F. 


Bergen 


Central 


East 
Side 


Morton 


Robt. 
Treat 


Boys 
Voca- 
tional 




M. 


F. 


M. 

15 
32 


F. 

3 
61 


M. 


F. 


M. 


F. 


M. 


F. 


M. 


F. 




1377 

18 

205 

113 

86 

27 

13 

16 

16 

97 

39 

259 

139 

19 

20 

17 

231 

36 

26 


454 
15 

113 

27 
13 
16 
16 
97 
39 

19 
20 

17 

36 
26 


923 

3 

205 

86 

259 
139 

231 




Advertising 






















Cooking 




47 
50 


81 

34 

20 
18 


59 








38 






Drawing 










Dressmaking 


36 

44 
27 














Electricity 

English 

Electroplate 


16 
39 

19 

18 


34 

24 

47 










27 
13 




Mathematics.. .. 
Mach. Shop 




42 





45 
33 


16 
24 
39 




Mech. Drawing 
Millinery 




94 

55 

41 




Nursing 






Pattern Making 












Plumbing 
















Printing 

Sewing 




I'^ 


49 




94 


17 




Sheet Metal 






Wood Work 
















.26 





Public SchooIv Vocational Work 



45 



Table 3. — Enrollment and Courses Offered in 
Occupational Changing Classes 





ENROLLMENT 




Total 


Schools 


Courses 


Both 

Sexes 


M. 


F. 


Bergen 


Central 


East 
Side 


Frank- 
lin 


Mcrton 


Robt. 
Treat 




M. 


F. 




F. 


M. 


F. 


M. 


F. 


M. 


F. 


M. 


F. 




690 
23 
69 
60 
35 
79 
76 

140 
36 

153 
19 


309 
23 

79 

36 

152 

19 


381 

69 
60 

35 



76 

140 

1 




Cabinet Work 










23 
















Cooking 














42 
60 




27 






























35 


















30 














26 




-71, 










36 
109 








40 














36 


31 










Shop. Math 


52 






29 




22 




18 




Shop Work 




31 


1 






19 























Table 4.— Statistics of Articles made and sold, and of Amounts Received, for Sewing and Dressmaking, 
Power Machine Operating, Millinery, and Cooking Classes: by months. 



SEWING AND 


DRESSMAKING 


POWER MACHINE OPERATING 


MII^EINERY 




COOKING 




No. of 
Months Garments 
Made 


No. of 

Garments 

Sold 


Amount 
Received 


No. of 

Garments 

Made 


No. of 

Garments 

Sold 


Amount 
Received 


No. of 

Articles 

Made 


No. of 

Articles 

Sold 


Amount 
Received 


Eunches 


Orders 


Amount 
Received 


Sept 


20 


$ 29.28 


21 


88 


$ 24.43 




3 


$ .38 


329 




$ 33.02 


Oct. 188 


58 


42.41 


733 


262 


110 82 








1 894 


48 
66 


175.31 
117.37 


Nov. 105 


20 


11.17 


220 


137 


55.33 


10 


2 


1.65 


1,302 


Dec. 51 


74 


68.67 


179 


362 


164.42 


12 


12 


12.73 


1,794 


40 


175.31 


Jan. 123 


19 


22.10 


159 


168 


74.33 


18 


3 


.80 


2,152 


211 


168.04 


Feb. 132 


64 


48.23 


355 


156 


45.16 


20 






1,866 


192 


154.86 
172.80 


Mar. 38 


42 


50.71 


583 


398 


104.45 


8 


7 


2.58 


2,112 


359 


Apr. 120 


200 


110.78 


131 


352 


160.27 


21 


15 


6.31 


1,413 


431 


127.76 


May 100 


82 


69.08 


229 


695 


175.08 


27 


14 


5.19 


2,124 


364 


243.96 


June 180 


45 


81.06 


364 


198 


125.93 


19 


20 


13.29 


1,698 


122 


154.01 


Totals 1,037 


624 


$533.49 


2,974 


2,816 


$1,040.22 


135. 


76 


$ 42.93 


16,684 


1,833 


$1,522.44 


Grand Total 






$3,139.08 











Vocational, Ove;rvie;w 



47 




o 



P-. 



u 



48 



Vocati(;na:. Ovi::.vir,v, 




a 



fin 



Pi, 



Vocational Overview 



49 




50 



Vocational Overview 




Ph 



VocATioNAi. Overview 



51 




8 

o 

•A 
■^ 
k4 



APPENDIX 1. 
GIRLS AND WOMEN IN INDUSTRY 

Attitude of Employers Toward Girls and Women in 
the Metal Trades 

There are in Newark and vicinity thirty-five plants em- 
ploying- approximately 2,000 women whose occupations re- 
quire varying degrees of skill. The average wage is above 
$10.00 and ranges as high as $18.00, or even more to those 
operators who have experience or training. These women 
are working in proper surroundings and with due regard 
for their complex problems which arise in any large organ- 
ization, including both sexes. This estimate does not in- 
clude the white goods industries which is peculiarly a fe- 
male industry. 

The girls usually enter the factory through the packing 
room, as cleaners or in some unskilled capacity, at $8.00 
to $10.00 per week. The capable, ambitious ones soon grad- 
uate into more profitable jobs — as winders, assemblers, 
polishers or machine operators. The requirements for such 
work are not severe, and some definite mechanical training 
before the girl enters the factory would bring her earning 
power into operation at once. 

There is a steady demand for women assemblers on 
small work, such as clock mechanism, calculating machines, 
and electrical instruments, and for women operators. 
Women have peculiar facility in handling and adjusting 
such intricate mechanism and when trained become val- 
uable workers. This same manual skill, combined with 
the characteristic feminine rhythmic sense, enables women 
to operate automatic machines at greater speed and with 
more precision than men. Where the work is not too heavy, 
women are better operators than men. And this holds true 
for some of the work not done entirely by men. There 
is no reason at all why women could not handle much lathe 
and similar work — they can learn to use the micrometer 



Appendix 1 — Giri^ and Wome^n in Industry 53 

and blue print as well as men and are on the whole more 
conscientious and careful than men. 

There is opportunity for women as polishers, winders, 
operators in the plating and dipping department, and core- 
makers in the foundry. Women are doing such work now 
in this district with the single exception of coremaking. 
But successful experiments in this occupation in other places 
bid fair to open coremaking to women here. 

The female mechanic has entered industry to stay. She 
sought employment in the beginning for economic reasons 
perhaps, and without much plan or thought about the fu- 
ture. And her growing social independence bids fair to 
eliminate the disturbing effect which possible marriage 
might presumably have. 

When women and girls came to be accepted in the fac- 
tory it was solely because of their productive skill, and 
ability to acquire that skill and maintain it. The alleged 
original cheapness of female labor is a minor question which 
is rapidly adjusting itself. All employers who think in 
general terms, who know industries other than their own, 
are quite willing to pay on the basis of output and quality. 
Employers very generally realize, too, that iin order to 
reach efficiency in the working force of the plant, the con- 
ditions and surroundings must be favorable. This is par- 
ticularly true concerning women. And just so soon as these 
ideas crystallized the employer was moved to make the 
changes for the good of his employees which would bring 
results. 

There is one other vital reason why women should inevi- 
tably look to the factory for employment, when they find 
it necessary to use their earning power. In plants of pre- 
ceding decades most of the work was done by skilled me- 
chanics (men) — there were comparitively few' automatic 
machines. Every operation demanded the experience and 
training of the mature mechanic. But this sort of produc- 
tion was slow and costly, and because of the lack of any 
apprenticeship system the supply of good mechanics almost 
ceased. The older men used this critical time to their ad- 
vantage and added still more to the cost of manufacture. 



54 ■ Vocational Overview 

Therefore, since the factory could not secure sufficient 
skilled labor, and was at the same time harassed by in- 
creasing demands for a greater output, and management 
turned its attention to the tools and machines, automatic 
machines of every sort resulted. The output was greatly 
increased at less cost and with fewer men. 

As woman approached industry at a critical time with 
the supreme confidence of her sex, she demonstrated first 
her manual dexterity and steadiness. She was willing to 
work for less because at first her work was less important 
in the labor market than that of the machinist or toolmaker. 
This very ability, evidenced particularly in mechanical oper- 
ations where speed and precision were at a premium, 
commended women to the factory as possible machine oper- 
ators of all kinds. She proved her ability to handle machine 
operations within her strength, more rapidly and with less 
loss than young men. As a class, she did not dissipate, 
was fairly regular in attendance, and in congenial surround- 
ings worked with a minimum of friction in the plant or- 
ganization. 

Woman's competition at the present time is chiefly with 
young men. The mature man mechanic — and the number 
is limited^has still his important place in the factory and 
always will have. But through his own fault that place is 
becoming more and more circumscribed. He has always 
objected to the automatic machine instead of adopting it, 
and he has opposed female labor. Consequently, the fac- 
tory in the search for the highest efficiency, sees in female 
operators a real solution. They will ultimately absorb those 
jobs which do not require great physical strength ; they will 
drive men to revise their entire attitude toward the factory 
if they would maintain their positions. 

What has been stated above is fact — women are now 
producing results, and in the readjustment which is sure 
to come soon, female labor will be a recognized factor. 
Moreover, if the female employee can be trained to the 
same degree that men have been, their earning power will 
rapidly increase. The employer is seeking results, and to 
the extent that women can produce, they will be given the 
opportunity to work. 



ApPDNDIX l^GlRLS AND WOMI^N IN INDUSTRY 55 

Female Workers and the most Modern Mechanical 
Device 

Women are coming into the airplane factories of the 
country, to make the wings of the delicate machines, to 
prepare the fabric and lay it on the stabilizers, the ailerons 
and rudder, to handle the lighter machinery in the work 
shops, and to do perhaps 60 per cent, of all the work which 
men have been doing. 

The Plainfield, New Jersey, branch of the Standard Aero 
Corporation, which now has about seventy-five women 
workers, is typical. It expects to have 500 women, at 
least, within the year, and, as the work grows, 60 per cent, 
of all its workers will be women. Hundreds of applica- 
tions are coming in from women. It is a new thing for 
them to do, and it has a strong appeal. 

There is something very magical about a factory in which 
airplanes are made; there is a distinct delight about being 
one of its workers. In fact, the word factory, a place in 
which something is made, loses its complete satis factoriness 
as a name for these great workshops. Airplanes are more 
than just made — they are visioned and wrought, curved 
and balanced, and made exquisitely right. They are very 
delicately done. The workers in the Plainfield factory ex- 
perience a feeling of deep pleasure in what they are doing. 
This is no ordinary work. 

To make a thing which will fly, and fly as beautifully 
and swiftly and intricately as a live thing, is a deft and 
delicate work. Wings must be evolved from light, firm 
stuffs, and made taut to resist the varying air currents which 
circle over all the lands. And it is for this especial work, 
this deft and delicate work of making the wings and the 
wing surfaces, and handling the fabrics as men are not 
accustomed to do, that women are being brought into the 
work, to help make these loveliest of all munitions, these 
most exquisite machines which will take death over the 
lands, and help to win the war. 

It is almost an incongruity to watch the shaping and per- 
fecting of these machines, and realize what they are for. 
After seeing them made, and watching the limp, gray linen 



56 Vocational Overview 

being varnished to carry it through its work of adventure 
and of death, "Like painted cloth its fury was to me." The 
women who work on them must think of other things than 
war as they make them. They think perhaps rather of the 
beauty of the things themselves, their lines and curves and 
wings ; of the way of the finished engine through the air, 
making great spaces of earth and sea below look like- 
squares of color on a map. 

Just now there are some departments in this workshop 
into which women have not gone at all; there will continue 
to be a few into which they will not go. But these will 
be very few. The only departments which women will not 
be fitted or able to enter are the welding and the copper 
plating departments. In every other department the belief 
is that from 25 to 75 per cent, of all the workers can be 
women. 

Now that courses are being started in various places for 
women draughtsmen, there will be no reason why women 
cannot make the metal parts, doing work in which the 
•highest grade of skilled labor is used and a knowledge of 
draughtsmanship is necessary. For the making of the other 
parts no special training will be necessary. Intelligent 
women with deft fingers and a feehng for the work can 
come and get their training while they work, as so many 
of the men have done. They can handle the machines in 
the wood-working shops, when more safety guards are at- 
tached to them. They can even make the propeller, which 
is perhaps the most beautiful part of the whole airplane, 
being laminated of great numbers of sheer bits of wood, 
all bent exactly to the curve. This is the highest kind of 
cabinet work, and it requires both muscle and skill. 

As for the welding shop. This place is too hot for wo- 
men, and the work too exacting. But how can one be sure 
that this welding process, these little cavernous ovens with 
their beautiful colors, the odd and devious devices by which 
brass is made to run as a liquid, will not strongly appeal 
to women, too? Chemical processes and great ovens have 
a lure for women sometimes, as well as sewing fabrics. 

Just now it is chiefly with these fabrics, however, that 
the women are engaged — the stout, grayish Irish linen which 



AppEiNdix 1 — Girls and Women in Industry 57 

has a certain strength both of weft and warp, and which, 
when it is "doped" and varnished and stretched taut and 
drumUke over the entire "finished bird," can withstand all 
airs, all waters, and all vicissitudes of war. The women 
are cutting this, sewing it on sewing machines, stretching 
it over the wings and the other parts, treating it with the 
"dope," which consists of ether, alcohol and gun-cotton, 
and the varnish, and laying it in its tiers of cases to dry 
and be ready for the final assembling of parts. They also 
do the upholstering work for the seats, cutting and sewing 
and padding the leather. 

Before undertaking the manufacture of airplanes in large 
quantities, such as the Government demands, an investiga- 
tion was made as to the question of labor. It was found 
that women were extensively used in England and France 
in making wings and that they had proved to be better at 
this work than men. Satisfied that this was the correct 
practice a movement was started to employ women for the 
same class of work. In a very short time it was found 
that the women were better workmen than the men, and 
soon 500 of them will be employed at the Plainfield plant 
alone. 

Soon the Plainfield factory will be employing women in 
other departments. It is believed that at least 35 per cent, 
of the machine shop work will be done by women. With 
their light touch and careful manipulation of sensitive ma- 
chines, women are admirably adapted to much of the light 
machine work done on airplanes, and it is probable that 
there will be thousands working on airplanes before many 
months. 

Railroads and Women Workers 

Following the decision reached by the management of 
the Pennsylvania Railroad last spring to open avenues of 
employment for women and girls in as many lines of work 
as possible, more than two thousand have entered the ser- 
vice of the lines east of Pittsburgh and Erie in the operat- 
ing department alone. The total number of girls and wo- 
men at present working in the operating department is 



58 Vocational Overview 

2,360, and the greater part of these have been employed in 
the last two months. 

Among the forms of railroad service now being per- 
formed by women, to which more than ordinary interest 
attaches, is that of the signalwomen, of whom seventy-one 
are at work, six student signalwomen being on the pay 
rolls. In addition there are four women locomotive dis- 
patchers, nineteen station cleaners, 206 car cleaners, two 
draftswomen, 104 messengers, twenty student messengers, 
ten extra messengers, twenty-three station agents, one ticket 
seller, three bureau of information attendants, one pump 
attendant, forty-two block operators, two machine hands, 
five street watchwomen, five upholsterers, one parcel room 
attendant, twelve drawbridge tenders, and eighteen store 
attendants. 

In the lines of work more customarily followed by women 
there are 433 telephone and private branch exchange oper- 
ators, eighty-four matrons, twenty-nine janitresses, two 
stewardesses, seventy-eight stenographers, 1,102 clerks and 
one cook. 



APPENDIX 2. 

HOME PLANNING 

A Study in Budgeting 

Family of Four — Income of $600 
I. Furnishing home (not including curtains, bed and table linens 
and sewing machine). 

LIVING ROOM 

Couch and pad $ 10.00 

Fumed oak rocker 8.50 

Willow arm chair (stained by the father) 3.65 

Willow rocker 4.45 

Cane seated dining room chair 1.35 

Table : 9.90 

Rag rug (7'xlO') 8.00 

Small rug (25"x50'") 90 

Total $ 46.75 

BED ROOM 

Child's crib $ 7.65 

Mattress and springs 3.00 

White iron bed 4.00 

Springs 4.50 

Mattress 4.25 

Dresser (Kayser grey) 13.50 

Chair 1.35 

1 rag rug (30"x60") 1.50 

Total $ 39.75 

DINING ROOM 

Drop-leaf dining table.. $ 3.85 

Four cane seated chairs 5.40 

Rag rug (6'x9') 7.00 

Rug between doors (25"x50") .90 

Total $ 17.15 

KITCHEN 

Stove with reservoir $ 23.00 

Cabinet table 7.50 

Chair 75 

Ladder stool .95 

Kitchen utensils — 

Teakettle $ .25 

Iron skillet 29 

Four stewpans , .25 

Large kettle .25 

Steamer and pan (baking) .25 

Coffeepot 29 



60 Vocational Overview 

15-piece cooking set 1.25 

Breadpans (3 loaves) .29 

2 Piepans .14 

Kitchen spoons ^ .15 

9-piece knife set .79 

Potato masher .10 

Rollingpin .15 

Dishpan .25 

1 copper-bottomed washboiler 1.00 

Tub 65 

Washboard .35 

A set of irons .79 

Scrubbing brush .10 

Broom .50 

Mop .25 

Bucket 25 

Dishes — 

6 cup and saucers .72 

6 dinner plates .90 

6 tea plates .'. .72 

Platter 25 

Tureen .75 

Side dish .25 

6 glasses 25 12.43 

Total $ 44.63 

Total expenditures $ 148.28 

II. Accessories. 

LIVING ROOM 
Curtains — 

7 yards India linen at 9c $0.63 

3>4 yards orange calico at 10c : 35 $0.98 

Couch cover 1.50 

Table cover (made by mother) 

DINING ROOM 
Curtains — 

7 yards India linen at 9c $0.63 

3^ yards blue calico at 7c 25 0.88 

KITCHEN 
Sash curtains for kitchen and pantry — 

2 yards cheese cloth at 7Hc $0.15 

2 yards chambray for pantry shelf 14 0.29 

BED ROOM 

Curtains — 

^14 yards Indian linen at 9c $0.32 

3l/2 yards rose calico at 7c 25 0.57 

Home made washstand .50 

Total $ 4.72 



Appendix 2 — Home Planning 



61 



III. Articles brought from the mother's former home. 
proximate values.) 

Sewing machine (bought before marriage for the 

purpose of making wedding garments) $ 30.00 

Bedding — 

Gift of 4 feather pillows 5.00 

4 sheets at 60c 2.40 

4 small sheets for crib (made by mother) .60 

2 pair cotton blankets 2.00 

1 pair baby blankets , 1.25 

2 comforters (made by mother) — 

6 lb. of cotton at 12i^c : ..$0.75 

28 yds. of calico at 4c 1.12 

Yarn for tying 30 2.17 

5 pillow cases .66 

3 pillow cases for crib .21 

Spread — . 1.50 

Spread for crib : 

Dresser scarf .25 

6 towels at 15c _ .90 

Table linen — 

3^ — 1^ yds. white mercerized cotton at 39c 1.76 

12 napkins at 8Hc 1.00 

Kitchen linen — 

6 hand towels .75 

6 tea towels .75 



(Ap- 



IV. Class problem. 

How can this $1,250 investment be maintained on 



salary? 



What are the actual living expenses for one year for a family 
of four with a $600 salary? 

Itemized accounts were prepared of the following: 

1. Actual living expenses. 

2. Food. 

3. Clothing. 



a. Yearly budget. 

Income $ 600.00 

Food 200.00 

(According to an estimate of Russell Sage 
Foundation Report, $290.00 would be spent 
for food.) 

Cheapest cuts of meat 9-12i/2C 

Average American eats 172 lbs a year. 

4 persons— 688 lbs. at 10c.-. 68.00 

Fuel 25.00 

(Estimate by stove company) 

^avment on property 180.00 

Taxes 13.00 

Insurance on property 1.50 



62 Vocational Overview 



Payment on furniture 78.00 

Clothing 50.00 

Light 6.00 

Miscellaneous 46.50 

Total $ 600.00 

b. Yearly budget. 

Food $ 196.99 

Clothing 97.08 

Payment on house 96.00 

Fuel (10 tons, summer prices) 30.00 

Taxes 14.00 

Insurance (adults at 25c; children at 10c) 36.40 

Fire insurance 4.80 

Carfare (father works near home) 3.00 

Furniture at $1.50 per week 78.00 

Pleasures 5.00 

Sundries 5.00 

Total $ 572.27 

Balance 27.73 

Grand Total $ 600.00 

c. Yearly budget. 

Payment on house $ 96.(X) 

Food (groceries and meat) 200.00 

Clothing (man, $30; boy, $15; women, $30; 

girl, $15;) 90.00 

Coal, 10 tons at $3.50, summer price 35.00 

Electricity 6.00 

Taxes 12.00 

Poll tax 2.00 

Payment on furniture 78.00 

Daily newspaper 5.00 

Insurance (adults at 10c, children at 5c) 15.60 

Chickens (12 hens at 75c, 1 rooster at $1) 10.00 

Garden seed 3.00 

Hoe, rake, spade, hatchet, hammer and saw 

(second hand) 3.40 

Books 10.00 

Benevolence 3.00 

Carfare 15.00 

Incidentals (doctor, medicine, wire for poultry) 16.(X) 

Total $ 600.00 

Itemized food accounts. 

a. Meat, 1 or 2 lbs. at 10c or 15c a lb., 4 days 

a week $ 62.00 

Lard, 12 lbs. at lie lb 1.32 

Butter, VA lbs. per week at 25c a lb 19.50 

Bread, 2 loaves per day 36.50 

Vegetables, potatoes, corn, tomatoes, onions 35.00 

Milk, 1 pt. per day at 4c a pt 14.60 



Appendix 2 — Home; Planning 63 



Sugar at 7c, about 4 or 5 lbs. a month 4.00 

Cereals, corn meal, 3^ lbs. 10c, oatmeal, mush 

and rice 6.00 

Flour, 10 lbs. for 40c for 2 or 3 weeks 8.00 

Canned food, cream, corn and tomatoes 4.00 

Salt, 4 sacks at 5c .20 

4 baking powder at 15c .^0 

2 soda 20 

Beans, 10 lb. at 6c a lb 60 

Prunes, 10 lb. at 10c a lb 1.00 

Spices and extracts 1.00 

Molasses -•- -50 

Vinegar, 2 gal 50 

Eggs - 5.00 

Fruit, bananas 5c doz. (apples and fruit in 

season) 4.00 

Soap for laundry, 52 bars at 5c - 2.60 

Starch at 5c per lb., 8 lbs 40 

Bluing 10 

Matches .^0 

Washing powder at 5c per box, 30 boxes l.SO 

Ivory Soap l-SO 

Coffee at 15c per lb., 40 lbs 6.00 

Total - $ 216.92 



Itemized food' account. 

b. Flour, 24y2 lbs. every 2 wks. at 70c, bake 

twice a week $ 18.20 

Yeast Foam, 11 pkg. at Sc 55 

Baking powder, 3 lbs 1.20 

Baking soda, 1 lb .10 

Meal, 50 lbs. at 2c lb 1.00 

Breakfast bacon, 2% lbs. every 2 weeks, ham 

and other smoked meats 13.00 

Steak, 25c a week 13.00 

Roast, 40c every two weeks 10.40 

Chops, 20c a week 10.40 

Boiling beef for soup, 7c a week 3.64 

Lard, 2Sc a week 13.00 

Sugar, 5c lb., 2 lbs. a week 7.80 

Sugar for canning, 5c lb 2.75 

Butter, iy2 lbs. per wk. at 30c 23.40 

Milk, 4 qts. a week at 8c 16.64 

Coffee, 1 lb. every 2 wks. at 25c 6.50 

Tea at 60c lb 5.20 

Potatoes, 2 bushels at 60c 1.20 

Potatoes for planting in garden at 60c .60 

Sweet potatoes at 3Sc pk -70 

Sweet potato plants at 30c per 100 1.60 

Lettuce seed -10 

Radish seed, tops for greens -10 

Mustard and kale seed for greens .10 

Onion sets, 2 qts. (25c) 50 

Green beans for garden -25 

Canned from garden. 

Pepper and mango plants at 10c per doz .20 



64 Vocational Overview 



Pickles for winter seasoning. 

Tomato plants at 10c per doz .10 

Canned from --arden. Pickles. 

Cabbage plants, 254 doz. at 10c per doz .25 

Cabbage by head 1.00 

Beet seed (use top for greens — pickles for 

winter) .05 

Rhubarb roots (pie, sauce for canning) .10 

Sweet corn seed .10 

1 doz. large chickens 20.80 

(Chickens for table, eggs for table and sale) 

Fish 1.00 

Oysters at 2Sc qt 1.00 

Rice at l-3c lb 1.00 

Spaghetti .50 

S^Tup at 10c can 1.20 

Vinegar (table use and canning) at 25c gal.... 1.50 

Breakfast food (oatmeal, cream of wheat, etc.) 1.00 

Salt at 3c sack .36 

Pepper at Sc box .15 

Small fruits in season (eaten with cream or 

milk, pies, jam and preserves) 

Apples at 25c pk 6.50 

Crab apples (marmalade and jelly) .25 

Peaches (canning, preserves) 1 bu 1.50 

Pears (canning, preserves) .35 

Peas, 1 doz. cans for winter .90 

Corn. 1 doz. cans for winter .'. .90 

Dried fruits, apricots, peaches, apples and 

prunes .75 



Total $ 193.39 



V. Clothing for family (father, mother, boy 9 and girl 7 
years). 

Father — 

Suit $ 15.00 

4 suits of underwear, winter and summer 4.00 

1 hat 2.50 

2 caps l.OO 

2 work shirts — 6 yards at 15c .90 

2 shirts at 75c 1.50 

Work shoes , 1.50 

Best shoes 3.50 

Working pants 1.50 

Overalls .75 

Socks (for work, 3 pair) .25 

Best socks, 2 pair .50 

Overcoat (left over from last year) 

Total : : $ 32.90 

Mother — 

Suit $ 10.00 

4 union suits at 75c 3.00 

3 house dresses, 18 yds. gingham at 10c 1.80 



Appendix 2 — Home Planning 65 

Underwear (mother and daughter) 1 bolt 

muslin at 10c 1.20 

Shirtwaists, 8 yds. white material at IZy^c l.OO 

Everyday shoes 1.50 

Best shoes 3.00 

Outing flannel (mother and daughter) at 10c 1.00 

Apron gingham 10 yds. 7c .70 

Hats 6.00 

Hose, 3 pairs at 25c .75 

Winter coat (left over last year) 



Total $ 29.95 

Boy of 9 years — 

Suit and extra pair of pants from father's suit. 

Underwear also cut down 

Overcoat 4.50 

Shoes, 3 pairs at $2.00 6.00 

Khaki cloth (play pants 15c yd) .90 

2 hats 2.00 

1 cap ,50 

Hose, 3 pairs at 25c .75 

10 yds. waisting (3 colored, 2 white) at 15c 1.50 

Total $ 16.15 

Girl of 7 years — 
Mother's old dress made over for girl. Under- 
wear cut down. 

5 yds. goods (2>4 plaid, 2>4 plain blue) at 25c— .$ 1.25 

Coat 4.50 

3 pairs of shoes at $2.00 6.00 

2 hats, 1 at $1.25; 1 at $1.50, 1 cap at 50c 3.25 

Hose, 2 pr. black at 25c ; 2 pr. white at 19c .88 

3 dresses, 8 yds. gingham at 12^c 1.00 

2 yds. hair ribbon at 10c .20 

Gloves for all 1.50 

Total $ 18.58 



APPENDIX 3. 

COURSES OF STUDY 

A. Course of Study in Power Machine Operating 



1. Elementary 

2. Intermediate 



3. Advanced 

4. Special Machines. 



Elementary 



Knowledge and care of machines 
Proper position at machine 
Name of machine 
Threading 
Winding of Bobbin 
Placing bobbin in shuttle 
Names of parts of machines 

Control 
Use of foot in running 
Use of foot in pressure 
How to run 

Garments 

1 Practice straight stitching 

2 Machine apron 

Diagonal stitching 
Seaming 

3 Dusters 

Hemming 
Fastening ends 

4 Dish cloths 

Sewing edges together 

5 Pot holders 

Circular seaming 



Placing shuttle in shuttle 
Setting needle 
Adjusting stitch 
Adjusting tension 
Cleaning and oiling 



Speed regulating 
Knee press 



Towel hemming 

Hemming 
Aprons — straight 

Gathering attachment 

Band — pocket 
Fudge apron 

Belling attachment 

Bias banding 

Plaits 
Fitted apron 

Flat seaming 



Intermediate 



Children's drawers 

Placket 

Tucks 

French seams 
Misses' drawers 

Flat seaming 

Lace or embroidery 

Difference between fronts 
and backs. 
Ladies' drawers 

Fitted band 

Yoke band 

Darts 

Facing 

Setting in of ruffle 



Petticoat 

Joining as notched 

Setting on flounce 

Sewing on lace 

Attachments 
Corset cover (without peplin) 

Fly piece for buttonholes 

Trimming on neck and 
arm size 

Belt, double row of gath- 
ering 
Corset cover (with peplin) 

Setting on peplin 
Gown 

Curved seams and hem 



Appi;ndix 3 — Courses of Study 67 

8 Gown' with set in sleeve 9 Fitted aprons 

Set in sleeve Flat seaming 

Set in gores 

Advanced 

Having completed this series of garments the students should 
have a knowledge of the machine and how to control it. They 
should also have some knowledge of processes and the use of at- 
tachments. 

The advanced work will consist of various garments differing in 
style, material and trimming in order to give girls a variety of 
work and some rate of speed. 

Garments made will consist of : 

Underwear Collars and Cuffs 

Shirt waists Fancy Aprons 

Children's dresses Waists 

Collars Cotton Dresses 

Power Mach,ine Operating 

P. M. O. Textiles 



Parts of machine 


Cotton 


Simple stitching 


Flax 


Straight seams 


Wool 


Hemming 


Silk 


Sampler 




Bag 


Growth 


Pincushion 


Preparation 


Towel 


Transportation 


Holders 


Mfr. of textile fabric 


Aprons (2) 




Drawers 


Study of adulterants 


Combination 


Test for 


Skirt 


Test for durability 


1 Waist 


Test of color 


Shirt — tunic or yoke 


Width 


Cotton dress 


Name 


Child's dress 


Price of cotton and woolen 




fabrics. 


Sewing machine 




Construction 




Machine practice 




Case 




Tucks 




Sewing on lace. Use of attachments 


Hand and machine sewing 




Seam finishing 




Commercial pattern cutting 




Underwear — Children's dresses 





A. How machine is run — Control — Advantages or Reasons. 

B. Speed. 

C. Tension — how controlled. 

D. Length of stitch — adaptation to various materials — influence 

on appearance and durability. 



68 Vocational Overview 



E. Winding and placing of bobbin, shuttle, needle. Importance. 

F. Knee Press — aid in efficiency. 

G. Feed — how to adjust. 
H. Place of work. 

I. Variation of rhythmic throb of machine and indication of 

trouble. 

J. Care of Machine. 

The Operator 

A. Personal Cleanliness — in relation to rejected work or seconds. 

B. Neatness of hair arrangement because of danger involved. 

C. Interest in work an essential. 

D. Concentration — advantages. 

E. Inattention to directions — results. 

F. Cautions — Thread Biting — Dangers. 

G. Co-operation. 

F. Ideals for out of school or business service. Sanitation. 
Esprit de corps. 



1 Essentials of Success in P. M. O. 

Attention — Position — Cleanliness — Thread-biting. 

2 How Machine is run — Control — advantages. 

3 Imperfect work — seconds — disadvantages. 

4 Speed — advantages — loss. 

5 Concentration — cautions. 

6 Care of machine — cleaned — oiled daily. 

7 Tension — how controlled. 

8 Length of stitch in relation to different grades of materials. 

9 Tension in relation to durability and appearance. 

10 Placing of bobbin and shuttle. 

11 Variation in rhythmic throb of machine is an indication of 

irregularity. Caution. 

12 Use of knee-press to save time. 

13 Management of double seaming. 

14 Disadvantages of lock-stitch. 

15 Danger of loosely arranged hair. 

16 The winding of bobbin — Caution. 

17 Place of work — reason. 

18 Inattention — results. 

19 Co-operation of teachers. 

20 Sanitation — order — comfort. 



B. Course of Study in Design 

First Term Outline 

Design. 

Greek rule. Discuss and apply. 

1 Spacing. Hems and tucks 

Spacing with ink and brush for Folded in tissue paper and 

various widths — light and dark expressed in pencil 

dictated. Foundation work for plaids 

Original spacings and stripes. 
Suggestions of headings, bal- 
ance and rhythm. 



Appendix 3 — Course;s of Study 



69 



2 Simple leaf shapes 

Simple leaf shapes developed 
into stencils and used as mo- 
tifs for : 

1. Borders 

2. All over patterns 

Also cut to fill spaces of given 
shapes and sizes. 

3 Application. 

Application of simple band 
spacing and breaking as ap- 
plied to straight edged col- 
lars, cuffs, square doilies, etc. 
Based on discussion of material 
to be used as well as on the 
design itself. 

4 Same to curved edges of caps, 
aprons, etc. 



5 Simple designs for crocheted 
lace and insertion, edging and 
beading. 

6 Study of scallops for various 
edgings and simple design to 
be used with them on towels. 
Also designs to be carried 
out on hemmed towels and 
pin-cushions. 

7 Application of scallops to cir- 
cular edges such as doilies 
and designs based on lines of 
radiation. Pencil. Ink. 

8 Simple cross stitch design. 

Study of doilies. 
Large and small. 
Work out on paper. 



Costume Work. 

1 Selection of patterns for vari- 
ous occasions and samples of 
suitable materials. 
Apron sketch — for technique 
and space relations, propor- 
tion, skirt, belt, facings. 

Clothing. 
1 Purpose. 
Appropriateness to occasions. 

Business hours. 

Sick room. 



Evening. 
Home. 

2 Relation to health. 
Effect of too little 
" " " much 
" " pressure 
" " loosely woven 

fabrics 
" " closely woven 
" " non-porous 
Cloth. EdgCj warp, woof. 



Shop Work. 

1 Spacing. 

With materials to determine 
width of hem, bands, facings, 
etc. 

Sampler of stitches on squared 
paper 

Protector — hem, proportion, fas- 
teners, etc. 

Practice work in simple print- 
ing used on : 

Report cards 

Sewing records 

Daily work. 
General arrangements to fit 
given space. 

Eye training for accuracy of 
line and sense of space as an 
aid to stitching. 
Study of style and decoration 
of combination suits. 
Blouses of the nations, style, 



lines, stitching, decoration, etc. 
Styles and materials for skirts, 
business dresses, etc. 
Three forms of mitered corners. 
Models made of paper showing 
folding and cutting. 
Textures. Gingham 

Lawn 

Voile, etc. 
Printing 

Mounting of designs and 
Materials. 

Eye training using cloth of va- 
rious widths and colors to dem- 
onstrate the influence of color. 

2 Harmony of texture from col- 
lection of samples. Discuss com- 
bination of materials for trim- 
ming. 

First color study with scarfs 
draped on students. 



70 



Vocational Overvikw 



3 Mechanical study and drawing 
of figure by measurement. 

2nd month 
technique. 

4 Technique for expression of 
ruffles, tucks, beading, lace, etc. 
Sketching of figure. 
Discussion with regard to suit- 
ability of different fabrics for 
underwear. 

5 Application to night gowns, 
simple underwear, neckwear. 
Study of waist line, yoke and 
curve. 

Combination, apron. 



Waist study based on figure. 

Stout and slender. 
2nd, based on material for tail- 
ored and lingerie waists. 
Suitability, color, quality, price. 
Sleeves and Skirts. 
School and party dresses for 
girls. 

Study of dresses based on ma- 
terial. Summer dress. Silk 
dress. 

Study for expression of detail. 
School dress for stout and thin 
girl. Afternoon dress for same. 



Garments. 

Things to be considered. 

Individual size, form, color, 

occupation. 

Effects of lines and color 

combinations. 

Patterns. 

Amount of material. 

Time of making. 

Laundering. 

Money expended. 



Trimming — Kinds. 

Hand made, machine made. 

Desirable qualities. 

Harmony of trimming and 

materials. 

Inappropriateness of colored 

trimming on underwear. 
Outing dress, shirt waist, skirt, 
suit or sport coat. 
Summer dress for stout and 
thin woman. 

School and party dress for 
student. 



Second Term Outline 



Design. 

1 Continue work with circular de- 
signs leading up to dress trim- 
mings. 

2 Designs based on shapes in ma- 
terials applied to dress use. 



Shop Work. 

Placing of stitches for muslin 
underwear, infants' flannel wear 
and dresses. Study of suitable 
shades. 

Princess slip or combination. 
Study use of different stitches 
in altering the effect of a de- 
sign. 

Design of a lingerie waist 
drawn and worked out half 
size in tissue paper. 



3 Designs for braiding and simple 
designs for stitchery. 

4 Color study and its applications 
to design previously made. De- 
signing waist with embroidery 
on it. 



Discuss short and long sleeves, 
collars and low necks, suitabil- 
ity. 

Planning of fancy collars, cuffs, 
guimps, originality in form and 
decoration. 

Style and decoration of em- 
broidered nightgown and neg- 
ligee. 
Shape of infants' garments. 



Appendix 3 — Courses of Study 71 

Costume Work. 

1 General study of waists, skirts and sleeves, etc., for general 

expression and form. Shirt waists studying line. 

2 Figure study for short and long waisted models and for square 

and sloping shoulders. 

3 Designing of dresses and suits considering both materials and 

figure. Study parts of dress. Figure drawing. 

4 Paper models of dresses. 

5 Costume expressed in color. Shirt waist in detail. 

6 Study of hats. Sketching from model. 

7 Advanced. Sketch a dress. Put it in color and give itemized 

list of materials required with samples and amounts. Dress 
suitable for the girl herself and to cost not more than a 
dollar. 

8 Children's clothes in color, using complimentary color scheme 

and analagous color scheme. Also child's hat and coat. 

9 Memory sketch in color of a dress for a blonde and for a 

brunette. 



C. Course of Study in Arithmetic 

First ten weeks. 1 B. 

Rapid Calculation, add., sub., mult, div., proofs. 

Shop cards, time books. 

Aliquot parts. 

Use of tape measure and ruler. 

Gauge 5 in. long %\ %", Y," , 1" 

yi, Va, Wi of 1^ inches. 
Weights and measures, quarts, cups and spoons. 
Fractional parts of yard — half, quarter, eighth. 

" " " inch — " " " , sixteenth. 

Measurements for bias folds. Cutting and estimating true bias. 

Amount of material needed, using 
pattern. 
Measurements for tucks and ruffles. 
Measurements for plaits. 

Inches allowed for hem. Spaces allowed for stitching. 
Tucking problems. 
"Ruffling" problems. 

Types. 
Price of material and quality — compare prices and widths. 
4 yd. 36 in. material at $.25 per yd. 
6 yd. 24 in. material at .19 per yd. 
Amount and cost of food supply. 
Household accounts. 
Differentiate between necessities and luxuries. 

Second ten weeks. IB. 

Review and use previous work. 
Skirt plaited for child 12 yrs. 

Material needed for skirt — 3 widths 37 in. wide. 

How many plaits? (width of plait) 



72 Vocational Overview 

Adjusting pattern measurements. 

Long waisted measure one girl 42 — | How worked 
Short waisted measure 2nd girl 32 — | out? 

Make out bills. 

f Underwear 

I Children's dresses 

Estimate | Shirt waists 

of \ Skirts 

Cost. I Aprons 

I Gowns 

[ All garments made up in work rooms. 

Checking up small lunch room receipts. 
Weekly lunch room accounts. 

First ten weeks. 1 A 

Work out cost of dress. Plan how bill can be reduced. 

f Maximum and minimum prices — wholesale and retail. 
Cost I Cost of meal for the family, 

of Food, \ Planning of meals within a definite limit. 
etc. I Economy of keeping the refrigerator filled. 

[ Soaps and soap powder, mops, etc. 

Lunch room. 
Cashier work. 

Estimating cost of luncheon. 
Estimating amt. of change 
Rapid work. 



Second ten weeks. 1 A and 2 B 

Weekly accounts transferred to monthly sheet. 

Date (Week |Milk lice ICleaning IFood iCost iReceipts |Profits | Gas 
rill III i Surplus I etc. 

Fuels, cost of, comparative cost, amount of dist. 

Lighting — lamps, gas, etc. How to get full value of fuel. 

Reading of Gas Meter. 

" " Electric Meter 

" " Water Meter 
Shopping and dress 
Calculation and materials. 



2 B and 2 A 
Reviewing and extending previous work. 
Buying articles as refrigerators. Labor saving devices. 

Kinds, prices, economy estimated. 

Students taught how to get money value 
Division of income. 

Conservation of income. 

Bill form and receipt. 

Pay roll. 



Appendix 3 — Courses of Study 72^ 



D. Course of Study in Qeography of Cooking 

Pirst ten weeks. 

Potatoes — Starch 

Cereals — Coarse and Fine — Rice 

Corn Starch 

Meat Substitutes, 

Mr ■ T- • 11- o 1 , ■ -KT „ ( Their manufacture 

Macaroni, Fermicelh, Spaghetti, Noodles i ^p. • t? j at i 

( Their Food Value. 

Sugar — Product made from Corn Sugar 

Wheat and Corn (Wheat raised for fodder) When raised 

A. Source Appearance of plant 
State Varieties of plant 

N. E. Section of U. S. Growth depends on 

Miss. Valley Climate 

Dakota, Kansas Rainfall 

B. Reason for supply Lowland 
Climate, rainfall Nearness to Sea 
Surface — low or high Price 

land— soil. Food Values 

Location for transportation 

Ways and means for 

Transportation 

Routes 

Cost. 

Cereals — Appearance — Examine and discuss 

Uses 

Class 

Varieties 

Plant 

Where grown 

Planting (Time and Method of) 

Care 

Picking 

Pests and diseases 

Packing 

Disposal. 
Baking Powder 
Soda 
Eggs 

Dairy products 
Cheese, butter, oleo, etc. 
Cocoa 

Chocolate — Process of Mfr. 
Cooking Utensils — Mfr., Durability — compared. 



74 Vocational Overview 

Second ten weeks. 



Fuels f Amount, how 


to save. 




Coal \ Their production 




Wood [ Transportation and shi 


ipping 


Gas 






Electric 






Oil 






Gasoline 






Alcohol 






Second year. 




- 


Beverages — 






Tea, Coffee 






Fruits 






Vegetables 






Home grown 


Countries raised 


Southern 


Routes 




Western 




Packing 


Fresh 


Ways of 


Shipping 


Canned 




Selling 


Dried 






Condements — 






Salt 






Pepper 






Spices 






Mustard 






Meats, Fish, Shell Fish. 






Topics — 






1st Year 


2nd Year 


Wheat 




Vegetables 


Rye 




Fruits 


Oats ' 




Flavoring 


Corn 




Meats 


Fuels 




Beverages 


Leavening Agents 




Labor Saving Devices 


Beverages 






Inventions 






Pure Food Laws 


' 




Adulterations 




^ 


Weights and Measures 







Appe;ndix 3 — Courses oF' Study 



75 



E. Course of Study in History 



Cotton. 

Used in India 800 B. C. 
Egypt, Europe, America 
Cotton plant. 

Appearance 

Flower 

Ball 

Seed — fibres. 
Where grown. 

Countries 

Latitudes 

u. s. 

Varieties 

Sea Island 

Upland 

Egypt 

East India 
Planting 

Time 

Method 
Care 
Picking 

Time 

Method 

Hand picking 

Machine picking 

Wool. 



When raised. 

1 U. S. largest producer 
Texas 

Georgia, 13 states 

Florida, S. W. 

Alabama 

Compared with wool. 

Australia 1st 

U. S. 3rd 
Chief port New Orleans 
Along Miss, by boat 

2 Growth depends on — 
Climate, warm, long season 
Rainfall 

Lowland 
Nearness to sea 

3 Prices, Loc. lie lb. 
Wool 15c— 35 and 40 
Low price at present 

A bumper crop 
Exporting cut off 
on account of war 
Factors affecting price 
Weather 
Pests. 



1. Characteristics of cotton fibre compared with wool. 



I. 



Cotton 
a. soft 



less elastic 

twisted. Twists help hold fibres together in spinning 

and give better elasticity 
whiter 



e. heavier edge 

f. shorter staped. 
Spinning machine 
Flying shuttle 
Spinning frame 
Power loom 
Cotton gin 
Jacquard loom 
Automatic loom 



^"_li^" average M" 



1779 
1769 
1794 

1830 



Changing weaves 



F. Course of Study in Industrial History 

The History and Geography are very closely related. 

The aim in the history work is to awaken an interest in the trade 
in which the eirl is working, so that she may understand her rela- 
tion to it and its relation to the industrial world. 

Study the city of Newark — as it is. 



76 VocATioNAi. Ove;rview 



Through knowledge of surroundings girls are led to appreciate 
distant countries. 

Materials upon which she works. 

Growth — Conditions 

Process of manufacture 

Inventions. 

Commercial routes by which raw materials reach the city. 

Illustrated by raw and manufactured articles, pictures, maps 
prepared by girls. 
Study of city, state, and national governments. 
Relation of people to law making. 
Influence of law upon industries. 
Current legislation. 



G. Course of Study in Geography 

Growth and cultivation of fibres. 

1. Cotton 

a. Importance 

Cheapest ' 

Most available 

Greatest variety of uses 

range of materials 
Can be made to resemble silk, wool, linen, 
Sanitary. 

2. Linen 
1 Silk 
4. Wool. 

Climate. Soil. Belts. 

Countries. 

Preparation of fibres for manufacture. 

Hand work vs. machine work 

T,fr T) Condition under which it is done. 

Mfr. Processes r, ■ -a t -^ 

Prices paid for it. 

Kinds of people doing it. 

Market for textiles 

Imports. Exports. 

Comparison of American and foreign products. 

Kinds of products 

Where sent. Trace trade routes 

How sent. Various ways. 

Shipping. Why used. 

F tie Is. 

Their "production." 

Countries from which they come. 

Food Products. 
Cereals 
Wheat 
Corn 
Rice 

Tea, coffee, etc. 
Fish, oysters, etc. 
Countries, mfr. routes. 
Compare hand and machine work. 
Labor saving devices. 



Appendix 3 — Courses oe Study 



77 



H. Course of Study in Domestic Science 



First Term 

Lesson — Theory of Cooking. 

1 Care of closets, ice box, tow- 
els, dish cloths, garbage. 

2 Construction and care of 
sink trap, uses and abuses 
of fuel, fuels compared, econ- 
omy of gas, coal, electricity. 

3 Classification of food ac- 
cording to needs of body, 
care of food, correct meas- 
urements, study of specific 
class of food, as for in- 
stance — starch. Sources from 
which starch is obtained, ef- 
fect of cold water upon it, 
of boiling water. Methods 
of separating starch grains. 
Study of potato, tempera- 
ture for cooking, substitutes 
for potatoes. 

4 Review points emphasized, 
simple experiments, includ- 
ing iodine test. 

5 Action of saliva, develop 
reason for thorough masti- 
cation. 

6 Pastes. Study of the manu- 
facture and food value of 
macaroni pastes. If possible, 
visit factory. 

7 General review of starchy 
foods previously studied with 
the methods of preventing 
starch mixtures from lump- 
ing. 

8 Sugar. Where obtained, how 
manufactured, by-products, 
kinds on market, its relation 
to starch, value as heat and 
energy producer, ease of 
combination with other foods. 

9 Sugar continued. Ease of 
digestion, when valuable as 
food, when harmful, value 
of pure candies, advantages 
and disadvantages of home 
made over candies on the 
market, effect of candy upon 
the teeth, care of teeth, re- 
lation of sound teeth to 
health. 



Applied Theory 

Study of equipment and arrange- 
ment of kitchen, names of uten- 
sils and uses for which they are 
intended. 

Appearance and temperature of 
gently boiling water, of rapidly 
boiling water, of simmering wa- 
ter, freezing temperature, con- 
clusions drawn. 

Potatoes, baked, boiled, riced and 
mashed. 

Cereals — Rice — steamed, boiled 
and pudding. 

Cereals, coarse and fine-grained 
breakfast cereals. Corn starch, 
plain, pudding, and meringue. 
Macaroni, spaghetti, noodles, 
boiled and baked. 

Creamed potatoes. 
Toast and cocoa. 
Tapioca cream pudding. 



Simple candy. 

Taffy, butterscotch, peanut brit- 
tle, fondant, caramel syrup. 



Fruits, muffins 
Emergency biscuits 



78 VocATioNAi, Overview 

10 Wheat-growth, kinds manu- 
factured into flour, tests to Baking powder biscuits 
discover composition. bnort cake. 

11 Difference between doughs 
and batters with general 
proportions of flour to liquid. 

12 Baking powder — commercial Emergency bi.scuits. 
home made costs compared, 

composition, best kinds, sim- 
ple experiments to show ac- 
tion and under what con- 
ditions action may be util- 
ized to best advantage. 

13 Methods of incorporating gas Sour milk griddle cakes 
into quick breads, as sour Ginger bread 

milk and soda, molasses and Popovers, muffins 

soda (with general propor- Butter. 

tions of each) the sudden 

conversion of liquid into 

steam. 

14 Tests with litmus paper for 
acid, alkali, and neutral com- 
binations. General review of 
baking powder and substi- 
tutes. 

15 Cause of souring of milk, 
methods of prevention, utili- 
zation of sour milk. 

If possible, visit a model 
dairy. 

16 Yeast — Where found, condi- Bread — plain 

tions under which growth is Rolls, graham bread, 
favorable, unfavorable, ac- 
tion of growth in dough 
mixture. 

17 Review kinds and composi- 
tion of various flours, effect 
of the manipulation of 
dough in the development of 
gluten, in the grain of bread, 
in the distribution of gas. 
Cause of the souring of 
bread. 

18 Experiment with the growth Steamed .brown bread, 
of yeast under different con- Dutch apple cake, 
ditions. Coffee rings. 

19 Deduce laws governing its 
slow growth, rapid growth. 

20 Study a bread mixer. Com- 
position of bread making. 

21 Eggs. Classificatipn, care Eggs, soft cooked, hard cooked, 
tests for freshness, compo- poached, scrambled, omelets 
sition, nutritive value, cost, (light and thick). Creamed eggs 
how marketed, how pre- on toast. 

served. 

22 Preservation of eggs. 



Appendix 3 — Courses of Study 



79 



23 



24 



25 



26 



27 



28 



29 



30 



Eflfect of cold, hot and boil- 
ing water upon albumen, ef- 
fect of alcohol upon albu- 
men. Use of eggs as thick- 
ening agent. Use of making 
mixture light. Different ways 
of manipulating. 
Milk. Classification, compo- 
sition, tests, value as food of 
whole milk, of skimmed 
milk, as a beverage, ease of 
combination with other foods, 
effect of boihng. 
Beverages — water, its source, 
purity use as a food and 
drink, as a general solvent 
and cleanser. 

Review temperature of wa- 
ter, effect of boiling upon 
taste, purity and value as 
cleanser. 

Tea and coffee. Growth prep- 
aration as commercial prod- 
ucts, preparation as bever- 
ages, development of tanic 
acid therein, and caffene. 
Beneficial and harmful ef- 
fects of using. 

Cocoa and chocolate-growth, 
cultivation, manufacture, and 
food value. 

Vegetables. Classification, 
typical examples of each 
class, composition of vari- 
ous kinds, where and under 
what condition grown, cost in 
proportion to food value. 
Time table for cooking veg- 
etables. Use as meat and egg 
substitutes. Use of left over 
vegetables. 
Combinations. 

Addition to food value when 
used with dressing. 
Preservation by means of 
canning. 



Custards, baked, plain and cara- 
mel, soft custard. Cream soups. 
Bread pudding, Cottage cheese. 



Sandwiches and tea. 
Biscuits and cocoa. 
Eggs, muffins and coffee. 



Boiled onion, carrot, lima beans 
(dried and fresh), spinach, cau- 
liflower. Baked beans. 



Bean soup 

Vegetable salad. 

Cold slaw. 

Canning vegetables in season. 



Second Term's Work in Cooking 

Lesson. 

1 Meats. Kinds and their Making of stews, roasts, rolled 

sources. Cuts and their uses, steaks, pan broiled and broiled 

tough and tender cuts com- meats, 

pared according to cost, nu- Dressing, gravies, 

triment, flavor and method Hamburg steak, 
of cooking. 



80 



Vocational Overview 



10 



11 



12 



13 



14 



15 



16 



17 



20 



21 



Compare digestibility and 
food value of meat from old 
and young animals. 
Care of meat when it enters 
the home. 

Meats continued. Effects of 
different methods of cooking. 
Effect upon the digestibility 
of re-cooking experiments. 
Principles involved in the 
making of soup stocks. 
Gelatine a meat and fish deri- 
vative. 

Fish. Rules for selecting, 
reasons when best and cheap- 
est, care when obtained from 
market. 

Varieties, food value, value 
as meat substitute. 
Digestibility a s compared 
with meat, reasons for being 
recommended to persons not 
employed in outdoor work. 
Shell fish. How obtained, 
when best for food, food 
value, food value compared 
with meat, food value com- 
pared with cost, why valuable 
as a food, dangers of using. 
Fats and Oils. Sources, place 
in diet. 

Healthful and harmful meth- 
ods of using. 

Temperatures to which it 
may be subjected. 
Rules for deep fat frying, 
including care required to 
avoid accident. 
Best fat for frying, test for 
temperature of frying vari- 
ous foods, clearing of fat, 
utilization of old fat. 
Left over foods. 
Fruits. Fresh, dried, meth- 
ods of preservation for com- 
mercial use, for home use, 
principles involved in each. 
Discussion of the cold pack 
method of preserving. Use 
of fireless cooker in canning 
foods. 

Construction of a fireless 
cooker. Food value of fruits, 
medical value. 



Utilizing of left over meat in 

cottage pie. 

Breading and cooking of chops. 

Making of soup stock. 

Clearing of soup stock, making 

of soups, consomme and broths. 

Gelatine dessert. 

Cooking of fish in season, baked, 

boiled, broiled, pan-broiled. 

Fish sauces. 

Fish dressings. 



Oysters, boiled, stewed, creamed. 
Clams, baked, steamed, chowder. 
Lobster, boiled, meat removed 
properly from shell. 



Salads of meat, fish, vegetables 
and fruits. 

Salad dressing — French, German 
cooked, and mayonnaise. 



Croquettes of meat, fish, vege- 
tables and cereals, cheese, 
French fried potatoes. 
Meat, pies and turnovers. 
Crullers. 
Making of soap. 

Canning — preserving jelly, mak- 
ing fruit juices of fruits in sea- 
son. Stewed dried fruit. 
Preparing of fresh fruit for the 
table. 
Making of fruit beverages. 



Appe:ndix 3 — Course;s of Study 



81 



22 Cake making: Methods em- 
ployed, terms used, general 
proportions. 

23 Difference between butter 
and sponge cakes. 

24 Difference between spring 
and winter wheat, between 
bread and pastry flour, dif- 
ferent methods of combin- 
ing, directions for baking, 
oven test, care of oven after 
baking, preparation of bak- 
ing pans, use of pastry bag 
and tubes. 

25 Pastry— Why it should be 
restricted in the diet, how to 
secure flaky, short crust, 
general proportions of flour, 
shortening and moistening. 

26 Visit pie factory. 

27 Composition on commercial 
and home pie baking. 

28 Invalid feeding nutritive 
value of different foods, 
when foods of low nutritive 
value are necessary. 

29 Different methods of prepa- 
ration depending upon pa- 
tient's ailment and condition. 

30 Dietetic value of dainty serv- 
ing. Means of administer- 
ing nourishment in dis- 
guised forms. Menus suit- 
able for different cases. 

31 Feeding of infants and older 
children. 

32 Necessity for absolute clean- 
liness, quality and purity of 

33 food. Importance of thor- 
ough refrigeration of milk. 
Difference between sterilized 
and pastuerized milk, with 
place in diet of each. 
Regularity of feeding. 
Foods suitable at different 
stages of child's develop- 
ment. 

Necessity of pure water as a 
food and drink. 
Planning menus for meals 
for children between the 
ages of one and eight. 

34 Freezing mixtures. Chemis- 
try of freezing. 

35 Importance o f sterilizing 
can, dasher and cover. 



Cake. Layer, loaf, sponge, cook- 
ies, quick cake, fillings and ic- 
ings. Ornamental frostings. 



Pie, with and without upper 
crust, meringue. Tart, cheese 
straws, patty shells. 



Beverages. Starch water, egg- 
nog, fruit drinks, albuminized 
drinks, kommiss, beef tea, beef 
extract, broth. 

Semi-solids — gruels, baked and 
stewed fruits, custard, junket. 
Solids — Easily digested foods in- 
cluded throughout course. 
Broiled boned squab, boned fish. 



Sterilizing of bottles and other 
utensils, preparing food and fill- 
ing bottle. 

Prepare a meal for a healthy two- 
year-old child. For an anemic 
child of four. Prepare and pack 
a school lunch for an active 
eight-year-old boy. 



Frozen desserts — Ice cream, wa- 
ter ices, frozen custards, molded 
forms. 



82 Vocational Overview 



36 Review temperature to which 
water may be subjected. 
Compare temperature of ice 
with brine of different den- 
sities. Effect of different 
proportions of ice and salt 
upon texture of the mixture 
frozen. Construction of 
freezer, position of overflow. 
Reasons for same. 

37 Table setting and serving. Preparing and serving of break- 

38 Care of china, silver, glass fast, luncheon, dinner, 
and table linen. 

Duties of host and hostess. 
Duties of waitress. 
Planning of menus for break- 
fast, luncheon, dinner. 

39 & 40 General review of year's 

work. General Review. 
Household account^ should 
be kept throughout the term. 

Second Year Work 

In the second year the pupils should have a good general foun- 
dation for independent solving of problems such as the planning 
of meals for various occasions, both formal and informal, calcu- 
lating cost, time of preparation, balance, rations, suitable combi- 
nations, reduction of cost by planning the use of left-overs. They 
should be given opportunity for cooking in quantities for family 
service, for caring for dining room and serving as waitress and as 
hostess, and encouraged to indulge in cheerful, wholesome conver- 
sation during meals. There should be opportunity for marketing, 
the responsibility of selection and expenditure assumed by the shop- 
per after careful training by teachers. 

The problem of lunch room cookery will be of necessity involved 
in the training. Those wishing to specialize in this branch should be 
trained to compute cost of finished products, including cost of ma- 
terials, fuels, labor in preparing, and disposing with a legitimate 
margin as profit. They should plan to cook in large quantities, keep 
careful account of expenditures, supplies on hand, supplies needed 
in the future, planning when possible to take advantage of market 
conditions, to buy in advance and store foods for future use. 

They should learn that good food, well cooked and attractively 
arranged and served in a clean room by a neat, careful person, is 
liable to please a customer and that a pleased customer is the best 
form of advertisement. 

I. Course of Study in Reading 

Selection of poetry. 

Study of literature. 

Hunt out in books or stores of 

Banquets. — Pickwick 

Kenilworth 
Make out a skeleton of reasons for worth. Then measure books 
according to it. 



Appe;ndix 3 — Courses of Study 83 



Books compared and discussed. 

Government bulletins. Cooking, potato, milk, etc. 

Spelling 

Words from work room and familiar words in daily use. 
Parts of a machine. 
Cooking utensils. 
Tools. 
Materials. 
Processes. 
^ Words from — History and geography 
Words from — Civics and reading 
Study of words to enlarge vocabulary. 
Children corrected every time they make a mistake. 

J. Course of Study in Civics 

(First Five Months) 

The water supply of Newark 

Fire Department « " 

Police 

Board of Health " 

The adulteration of food 

(Second Five Months) 
City cleaning Bureau of Associated Charities 

Park system Compulsory school laws 

Playgrounds Quarantines 

(Second Year) 
Factory Laws 

Hours of Labor for Women 
Consumers' League 
Sweat Shop 
Workingmen's Compensation 

K. Course of Study in Penmanship 

Muscular movement drill. 

Simple letters and capitals. 

Daily drills. 

Simple movements. — More difficult. 

Much blackboard work. 

First five months. 

Beginners. 

1. Perfect position. 

2. Names and headings of paper written with exactness and 
in business handwriting. 

3. First 80 drills done. Should have progress pins and but- 
tons. 

Second five months. 

Drill on position and keep it up. Steady speed. 
Control of muscles perfected. 

Good writing demanded. The 172 drills completed for 
diploma. 



84 Vocational Overview 



Third five months. 
Occasional drill on letters, sentences, etc. 
Much practice on unlined paper. 
"First time" writing should be above criticism. 
Minimize "copy over" papers. 
Fine blackboard writing insisted upon. 

Fourth five months. 

No formal lessons. Application only. 



L. Course o£ Study in Textiles 

Bag 

Cushion 

Torn 

Examined and discussed. 

Warp, filling, fibre, yarn, spin, weaves, selvage. 

Lengthwise, crosswise, true and pow bias. 

Uses. 

Analyze cloths as to weave — work out on paper — weave in paper. 

Cloth shrunk 

Set colors. 

Test material — fading in sun. 

Sizing tested — fabric over-sized — weighted — boiled — weighed. 

Girls learn 

How to buy 

Handle materials 

Experiment 

Use material 
Growth and mfg. of cotton fibre into cloth. 
Not in detail — to extent needed for appreciation of the finished 

material. 
Set of samples. 
Cutting — feel of material. 

Teach recognition by name — standard cotton materials. 
Weaves — qualities, prices, uses, finishes, colors, adulteration. 
Experiment. 
Simple Materials. 

Household " — sheeting, ticking, curtain materials. 

Millinery " — Buchram, crinoline, cambric, etc. 

2nd yr. Woolen. 
End of 1st yr. — linen 
Students' Test — 
Ready made Garments 
Concrete to abstract — 

M. Sewing Outline 
IB. 

1 Sampler. Design 

Process Pr. Eye Work. 

]/2" uneven basting 

%" " 

%" even basting 

Va" " " 2H hrs. 

Backstitch 
Half backstitch 



Appendix 3 — Courses oe Study 



85 



10 



11 



12 



Combination backstitch 
Running backstitch 
Overcasting 

Sampler. 
Plain Seam 
Review Y^" basting 
Overcasting 2^ hrs. 

Creasing 

Overhanding 

%. " hem 

Use of gauge in laying hem 

Overcasting on raw edges. 

Pin Cushion — Instruction. 
(Workers) 

Review back stitch 1 hr. 

Filling cushions 

Overhanding edge 

Work bag. 

Review, 3", Ys" tuck 

Hem-turn in Y" hem-uneven basting 

Combination stitch 

Making a casing 

Use of drawer string 5H hrs. 

Towels. 

Hemming Y&" turn 

Basting 1 hr. Ya" hem 

Overhanding measuring 

Button hole. 

Sewing Apron. 
Basting 
Curved hem 6 hrs. 

Sampler. 
French seam 
Felled seam 
Cutting bias strip 
Joining " " 
Creasing binding 
Making binding 5 hrs. 

Sewing Machine Practice. 
Straight Machine Stitching 
Curved " " 3 hrs. 

Cooking Apron. 

Mitered corner. 

Basting 

Hemming. (Machine) gauge 3 hrs. 

Straight Kitchen Apron. 

Estimate material 3 hrs. 

Corset Cover. 

Box pleat front 

French seam 

Binding arm hole and neck 

Putting on peplin 

Button holes and buttons 8 hrs. 



Printed letters 
One inch 



Arithmetic 
Y2 inch 

Ya " 
^ " 
One " 
Gauges 

Tape Measure 
Y2", Y&", 3" 



Design 
Lettering 



Arithmetic 
Measuring 



Arithmetic 
Bills 
Fractions 



Design 

Mitered Corner 



86 Vocational Overview 



13 


Holders. 
Basting tape. 
Curved stitching of binding 


1 


hr. 


14 


Children's Drawers. 
Gathering 
Bands 
Placket 
Vs" flat seam 


7 


hrs. 


15 


Combination or outside skirt 


13 


hrs. 


16 


Princess Apron. 
Flat seam 
Bias binding 
Binding 
Buttonholes 
Belt 


10 


hrs. 



(10 weeks' work) 

N. Course of Study in English 

Much oral as well as written work. 
Letter writing. — First five months. 
Simple letters 
Excuses 
Invitations (Formal) 

(Informal) 
Social letters 

Letters of sympathy, etc. 
Arrangement of a business letter 
Six parts to letter 
Correct form of address 
Titles occurring in address 
Type business letter — as — ordering goods. 

Cotnpositions-^First five months. 
Oral and written description of work, using materials from 
work rooms, also history, geography, civics and reading matter. 
Types of Sewing. 
How I made an apron 
How I made a corset cover 
How scissors are made 
Making of children's dresses. 

Cooking. 

How I set a table 

How to clean the refrigerator 

How to clean a gas stove 

Milk. — Its care and precautions in a dairy. 

Civics. 
Fire Prevention 
Water Supply 
Adulteration of foods. 

Letter Writing. — First year, second half and second year. 
Applications Letters demanding payment 

Answering advertisements Formal letters 

Ordering goods Letters of introduction 

Making appointments Letters of recommendation 



Appe;ndix 3 — Coursks of Study 



87 



Composition. — First year, second half and second year. 

Oral and Written. 
Postal information 
Telephone etiquette (Social and Long Distance) 

Opening accounts 

lii^oixicso coiiiinanications 

Telephone — Local and Long Distance. Freight 

Telegrams, cablegrams, night letters. Parcel Post 

Ways of sending money. Express 



SUGGESTIVE TOPICS FOR ORAL AND WRITTEN WORK 



Sewing. 

Underwear — 1 B * 

How to make a corset cover — 
IB 

How I made my apron — 1 B 

Children's dresses — 1 A 

Hats— 1 A 

Shirt waists — 1 A 

How cotton is woven — 1 A 

Difference between cotton and 
linen — 2 B 

Compare Anderson's & Bates' 
ginghams — 2 B 

How to work out a paper pat- 
tern — ^2 B (Describe process) 

Street and afternoon dresses 
—2B 

Coats— 2 A 

Civics. 

How to put out a fire — 1 A 
Milk supply — 1 A 
Fire prevention — 1 A 
Board of Health— 2 B 
How to keep a city clean — 2 B 
Quarantine. Working hours for 

women. 
Labor Unions. 



Cooking. 

Arrangement of a good kitchen 

Good kitchen utensils 

Water at different tempera- 
tures (gently boiling, sim- 
mering, boiling) 

Potatoes — How to ^est for 
starch 

Cereals 

Sugar— When raised, how 
raised. By-products. Value 
as energy and heat producer. 

How to set a table, fuels. 

Cleaning closets. Sal-soda 

Care of gas range — (Fireless 
cooker) 



Geography. 
Wheat— 1 B 
Cereals— 1 B 
Cotton— 1 B 
Linens — 1 A 



and 
and 
and 



lA 
1 A 
2B 



History. 

Sewing machines 

Hand work compared with machine work 

Conditions under which hand work is done. 

Hygiene. — Reasons for fresh air and exercise. 
Anemia 
Diets 
Infant feeding 

Oral Topics. 
Needles"! 
Pins li A 
Thread (^^ 
Scissors ' 



2B 



Shopping 

Patterns 

Fuels 

Hooks and eyes 



2B 



APPENDIX 4. 
PRESENT LAWS OF NEW JERSEY 

A. Summary of Compulsory Education Law now in 
force in New Jersey 

Children between the ages of seven and fourteen years 
must attend school every day the public schools are in 
session in the district in which they reside or receive equiv- 
alent education elsewhere than at school, unless his or her 
mental or bodily condition is such as to prevent such at- 
tendance or unless they have been granted an "age and 
schooling" certificate. 

Requirements for Granting Age and Schooling Certificates : 
Age — Over fourteen and under sixteen. 

Education — Must have completed the work of the fifth 
year grade. 

Physical — Normal development of a child of its age and 
must be physically able to be employed in any of the occu- 
pations in which a child between the ages of fourteen and 
sixteen may legally be employed. 

Attendance — Must have attended school for a period of 
one hundred thirty days in the twelve months just preced- 
ing the date of application for an "age and schooling" 
certificate. 

Days attendance lost for quarantine, illness, or other 
causes beyond the control of the child or its parents shall 
be included in making the attendance of one hundred thirty 
days. 

Proofs of Age, Educational and Physical Qualifications: 
The age of a child may be proven by — 
1. A duly attested transcript of the birth certificate 
filed with the registrar of vital statistics or other person 
authorized to record such certificates in any country, state 
or town in which the child was born. 



Appe;ndix 4 — Present Laws of New Jersey 89 

2. A passport or duly attested transcript of certificate 
showing the date of birth, and place of baptism. 

3. If neither of the above certificates is available such 
other satisfactory documentary evidence of age as can be 
produced. 

4. If no documentary evidence can be produced a cer- 
tificate by the medical inspector of the district that such 
child is at least fourteen years of age. This certificate can 
be issued only upon the application of the parent or guar- 
dian for a medical examination, and not until the person au- 
thorized to issue the age and schooling certificate has care- 
fully investigated the statements as to the age, place and 
date of birth, set forth in the application, and is satisfied 
that no documentary evidence of age can be produced. Such 
investigation must be made within sixty days after the ap- 
plication for examination is received. 

Physical qualifications — Every child for whom applica- 
tion is made for an age and schooling certificate must ap- 
pear before a' medical inspector of the public schools and 
a signed certificate from such medical inspector must be on 
file in the office of the supervisor of school exemption cer- 
tificates stating that in his or her opinion the child has the 
normal developments of a child of its age and is physically 
able to be employed. 

Educational qualifications and attendance — Must have 
attended the public schools or have received instruction 
equivalent to that provided in the public schools for a 
period of not less than one hundred thirty days during the 
twelve months next preceding the date of application for 
an age and schooling certificate and must be able to read 
intelligently and write legibly simple sentences in the Eng- 
lish language and must have completed the course of study 
equivalent to five yearly grades in reading, writing, spell- 
ing, English language, and geography and be familiar with 
the fundamental operations of arithmetic up to and includ- 
ing simple fractions. 

The supervisor of school exemption certificates must sub- 
mit all papers upon which age and schooling certificates 



90 Vocational Overview 

have been granted to the State Department of Labor at 
Trenton, which department shall examine such papers and 
promptly return them to the supervisor of school exemption 
certificates., who shall file them in his or her office. When- 
ever there is reason to believe that an age and schooling 
certificate was improperly issued the Commissioner of Labor 
shall notify the Commissioner of Education and the board 
of education of the school district in which said certificate 
was issued. The board of education of said district may 
cancel any age and schooling certificate issued by it and 
shall cancel the same when directed so to do by the Com- 
missioner of Education. 

A record of every age and schooling certificate issued by 
him or her shall be kept by the supervisor of school ex- 
emption certificates and also a record of the name and ad- 
dress of every child to whom a certificate has been refused, 
together with the name or number of the school which such 
child should attend and reason for refusal. 

A blank form of employer's certificate sha,ll be given to 
each child to whom an age and schooling certificate is issued 
by the supervisor of school exemption certificates which 
shall be filled in by the person employing said child, setting 
forth the nature of the work the child is to do, the date the 
child starts work, and also the salary per week to be paid 
the child, which form, correctly filled out, shall, within two 
days, be surrendered or returned by the person, firm or 
corporation employing said child to the supervisor of school 
exemption certificates of the district in which the child re- 
sides. The child, upon securing employment, shall surren- 
der the age and schooling certificate to his employer, who 
shall retain said certificate during the time said child is in 
his employ ; said employer shall, within two days after the 
child is discharged or ceases to work for him, surrender 
or return the age and schooling certificate to the supervisor 
of school exemption certificates of the school district in 
which said child resides, who shall file the same in his office 
and keep said certificate until such time as the child shall 
again secure employment. If, however, said employer does 
not know or cannot find the location of said child's resi- 



Appendix 4 — Pre;se;nt Laws of New Jersey 91 

dence, he shall surrender or deliver the age and schooling 
certificate to the supervisor of school exemption certificates 
for the district in which the business of the employer was 
located, and said supervisor of school exemption certifi- 
cates shall make inquiry and search for said child, and if 
he cannot find where said child resides, he shall return the 
certificate to the supervisor of school exemption certifi- 
cates who issued the same. 

Whenever a child shall find other employment it shall 
apply to the supervisor of school exemption certificates of 
the school district in which said child Hves for the return 
of the age and schooling certificate, together with a blank 
form of employer's certificate, and the employer shall re- 
tain and file in his office said age and schooling certificate, 
and fill in and return the employer's certificate as provided 
above. Any person, the members of any firm or the officers 
or agents of any corporation failing to comply with the pro- 
visions of this section of this act, shall be deemed and 
adjudged to be a disorderly person or persons, and upon 
conviction thereof, shall be fined not to exceed twenty-five 
dollars, or imprisoned in jail, not to exceed thirty days, or 
both. 

Whenever a child between the ages of ten and sixteen 
years desires to work in order to assist in supporting itself 
or the family, it shall be lawful for the parent, guardian 
or other person having the custody and control of said 
child between the ages of ten and sixteen years to file a 
petition with the supervisor of school exemption certifi- 
cates of the school district in which the child resides, which 
petition shall set forth the fact that said child desires to 
secure employment in order to help support itself or fam- 
ily, together with evidence which shall comply with the 
provisions of this act as to the age of the said child and 
the character of the work the child is to perform, which 
work shall only include selling newspapers, blacking shoes, 
running errands, and other light employments, not other- 
wise prohibited by law for children under sixteen. If upon 
investigation it shall be found that the facts set forth in 
the petition are true and that the work will not interfere 



92 Vocational Overview 

with the child's standing in school, or with the child's 
health, it shall be lawful for the supervisor of school ex- 
emption certificates to grant to said child an age and work- 
ing certificate, to work at such times as the public schools in 
the district shall not be in session, but not before six o'clock 
in the morning nor after seven o'clock at night. Any per- 
son, the members of any firm or the officers or agents of 
any corporation employing, permitting, or allowing a child 
to work contrary to the provisions of this section, shall be 
deemed and adjudged to be a disorderly person or persons, 
and upon conviction thereof shall be fined fifty dollars, or 
imprisoned not to exceed one year, or both ; provided, that 
nothing contained in this section shall apply to any child 
employed in agricultural pursuits. 

It shall be the duty of the parent, guardian or other per- 
son having custody and control of any child to whom an 
age and schooling certificate has been issued to see that 
the child is either continuously employed or regularly at- 
tends school, and it shall be the duty of the supervisor of 
school exemption certificates of the district in which the 
child resides to take the proper proceedings, to enforce the 
attendance at school of any child who fails to secure em- 
ployment and also to secure and retain the age and school- 
ing certificate for such child until such times as it shall 
secure lawful employment. 

For the purpose of enforcing the provisions of this article 
the board of education of each school district shall ap- 
point a suitable number of qualified persons to be desig- 
nated as attendance officers, and shall fix their compensa- 
tion. Said board shall make rules and regulations not in- 
consistent with the provisions of this article, for the gov- 
ernment of said attendance officers, which rules and regu- 
lations must be approved by the Commissioner of Edu- 
cation. 

Age and schooling certificates as issued by supervisors 
of school exemption certificates shall state the color, name, 
sex, date and place of birth, residence, color of hair and 
eyes, height, weight, and any distinguishing facial marks 
of the child, and shall contain a statement that the proofs 



Appe;ndix 4 — Pre;sent Laws of New Jersey 93 

of age, education and physical qualifications required have 
been filed with the officer issuing such certificate, and that 
the child named in the certificate has personally appeared 
before the medical inspector and been examined. Such cer- 
tificate shall be signed in the presence of the supervisor of 
school exemption certificates by the child in whose name 
it is issued. 

The supervisor of school exemption certificates shall be 
any superintendent of schools, supervising principal, prin- 
cipal or teacher of any school district who shall be desig- 
nated by the board of education in that district to carry 
out the provisions of this act. The law does not provide 
for more than one such supervisor of school exemption cer- 
tificates in each school district. 

It is not necessary that the one hundred thirty days' 
attendance at school during the year preceding the appli- 
cation shall have been in this state or in the public schools. 

The fact that the schools are closed for vacation does 
not permit any child to go to work without first securing 
an age and schooling certificate. 

B. Synopsis of Child Labor Laws 

No child under the age of fourteen years may work in 
any mercantile establishment or in any factory, newspaper 
plant, printery, workshop, mill, commercial laundry or place 
where printing or the manufacture of goods of any kind 
is carried on, or in any mine or quarry. 

No corporation, firm or person, owning or operating any 
mercantile establishment, factory, workshop, mill or place 
where the manufacture of goods of any kind is carried on 
shall employ any child under the age of sixteen years unless 
such child shall produce an age and schooling certificate. 

Every corporation, firm or person owning or operating 
a mercantile establishment or a place where the manufac- 
ture of goods is carried on shall keep in the main office a 
register of all children under the age of sixteen years em- 
ployed in such place. The register shall contain the name, 
place of residence and time of employment of each of such 



94 Vocational Overview 

children. The age and schooHng certificates shall be kept 
on file in said office and the register and certificates shall 
be open to inspection by all officers of the Department of 
Labor, police officers, officers and agents of incorporated 
societies for the prevention of cruelty to childi^en, and at- 
tendance officers. 

No child under the age of sixteen years shall work in 
any mercantile establishment or in any place where the 
manufacture of goods is carried on more than eight hours 
a day or forty-eight hours in a week, nor before seven 
o'clock in the morning or after seven o'clock in the evening, 
or on Sunday. 

No child under the age of sixteen years may be em- 
ployed in adjusting belts to machinery, operating circular 
or band saws, planers, power printing presses, or other oc- 
cupation which is a menace to the safety of the child, nor 
where poisonous acids are used, or in the manufacture of 
paints and colors, or in any occupation causing mineral, 
animal or vegetable dust in injurious quantities, or where 
he is exposed to excessive heat, cold or physical risk as is 
harmful to his health or future working efficiency. 



APPENDIX 5. 

STATISTICS 

Table 1. — Number, Percentage, Distribution and Wages 
of Certificated Girl Workers, by Industrial Groups 



Industrial Group 



Number 



Per 
Cent. 



Average 
Weekly- 
Wage 



Total 

Advertising Novelty Workers 

Button Makers 

Candy Makers 

Celluloid Novelty Makers 

Cigar Makers 

Cloak and Suit Makers 

Corset Makers 

Dress Makers 

Handkerchief Makers 

Hardware Makers 

Hat Makers 

Helpers (Miscellaneous) 

Hosiery Makers 

House Workers 

Jewelry Makers 

Textile Workers 

Men's Tailors 

Metal Novelty Makers 

Nurse Girls - 

Office Workers 

Paper Box Makers 

Retail Store Workers 

Ribbon Makers 

Shoe Makers 

Thread Makers 

Tinware Makers - 

Undergarment Makers 

Miscellaneous 



1078 


100.0 




20 


1.9 


$4.69 


34 


3.2 


5.14 


34 


. 3.2 


4.72 


15 


1.4 


4.79 


70 


6.5 


4.67 


10 


0.9 


5.10 


48 


4.4 


4.36 


14 


1.3 


4.21 


26 


2.4 


4.29 


12 


1.1 


4.88 


10 


0.9 


5.30 


53 


4.9 


4.94 


14 


1.3 


5.29 


120 


11.0 


z:n 


28 


2.6 


4.44 


12 


1.1 


4.66 


39 


3.6 


4.29 


37 


3.4 


4.87 


15 


1.4 


3.18 


29 


2.7 


4.76 


61 


5.7 


4.58 


121 


11.0 


4.36 


33 


3.0 


5.16 


13 


1.2 


4.76 


70 


6.5 


5.54 


26 


2.4 


6.12 


25 


2.3 


4.62 


89 


8.3 


4.96 



96 



VOCATTONAL OVERVIEW 



Table 2. — Average Weekly Wage of Certificated Girl 
Workers Classified by Industry and Occupation 



Occupational 

or 

Industrial Group 



Total 

Advertising Novelties 

Helpers 

Pin Girls and Boys. 

Press Boy 

Table Workers 

Boot Black 

Button Works 

Assemblers 

Carders 

Cementers 

Drillers 

Facers 

Feeders 

Grinders 

Helpers 

Inspector 

Shankers 

Sorters 

Table Workers 

Wrappers 

Candy Manufacturers 

Breakers 

Dippers 

Helpers 

Machine Operator 

Molders 

Packers 

Celluloid Novelties 

Bender 

Brush Makers 

Helpers 

Packer 

Polisher 

Pressers 

Utility 

Wrappers 

Chemical Works 

Helpers 

Laboratory Asst 

Packers 



Average 


Number of 


V -^eKIy 


Certificated 


Wage 


Girl Workers 




1,078 


$ 4.30 


1 


4.90 


17 


5.00 




4.00 


2 


4.50 




5.00 




5.00 


7 


4.50 


1 


5.22 


2 


4.^5 


1 


6.50 




5.96 


2 


4.64 


3 


4.50 


1 


4.O0 




5.00 


6 


5.55 


8 


4.00 


3 


5.37 


4 


4.75 


2 


4.71 


3 


7.00 


1 


5.83 




4.43 


24 


5.00 


• 


4.87 


7 


6.00 




4.50 


1 


5.00 


1 


4.50 


1 


4.71 


3 


4.00 


2 


5.00 




5.50 




4.75 


i 



Appendix 5 — Statistics 



97 



Occupational 

or 

Industrial Group 



Average 
Weekly 
Wage 



Children's Clothing Mfg. 

Embroiderer 

Operators 

Cigar Factories 

Banders 

Cigar Makers 

Floor Boys and Girls- 

Helpers 

Packers 

Rollers 

Strippers 

Cloak and Suit Mfgrs. 

Finisher 

• Hand Sewer 

Padder 

Sales 

Tailors 

Thread Cutters 

Corset Manufacturers 

Boners 

Boxers 

Bundle Boy 

Examiner 

Garter Makers 

Helpers 

Lacers 

Mender 

Operators 

Seamers 

Shaper 

Stampers 

Stock Clerks 

Trimmers 

Cutlery Manufacturers 

Apprentices 

Backers 

Bench Workers 

Cutters 

Drillers 

Edgers 

Helpers 

Packers 

Pin Boy 

Wipers 

Dress Makers 

Assistants 

Finishers 



P. W. 
5.16 



6.00 
4.55 
4.14 
4.18 
4.75 
5.06 
4.21 



4.00 
3.00 
6.00 
6.00 
5.25 
5.17 



Number of 

Certificated 

Girl Workers 



1 
2 

5 
29 
1 
6 
8 
18 
3 



5.50 


4 


5.00 


2 


4.00- 




4.00 


1 


4.17 


6 


4.S0 


4 


4.00 


1 


4.50 


1 


4.37 


6 


4.33 


3 


4.00 


1 


4.75 




4.33 




4.25 


19 


4.65 


1 


3.75 




4.31 




5.50 


i" 


4.60 




4.33 




5.50 


1 


5.75 


] 


5.00 




4.96 


2 


3.94 


11 


5.00 


3 



98 



Vocational Overview 



Occupational 

or 

Industrial Group 



Electrical Appliances 

Assemblers 

Bench Hand 

Cutter 

Helpers 

Winders 

Errand Boys and Girls 

Garter Manufacturers 

Machine Operators .... 

Glove Manufacturers 

Floor Girl 

Helper 

Packer 

Handkerchief Mfgrs. 

Cutter 

Folders 

Operators 

Pressers 

Hardware Mfgrs. 

Assemblers 

Etchers 

Helpers 

Packers 

Riveters 

Wirers 

Hat Mfgrs. 

Apprentices 

Boiler 

Brushers 

Eyelet Punchers 

Feeders 

Helpers 

Sorters 

Squarer 

Trimmers 

Helpers 

Automobile 

Automobile Supplies . 

Bakers 

Barber Shops 

Book Binders 

Bottle Works 

Brass Goods Factory. 

Butcher Shops 

Caddy 



Average 

Weekly 
Wage 



5.0O 
12.00 
5.00 
5.22 
6.00 

4.73 



5.00 



4.00 

4.00 

P.W. 

5.00 
4.36 
3.87 
4.33 



4.61 
4.00 
4.83 
4.75 
5.66 
5.75 

4.87 
5.00 
6.50 
5.00 
7.00 
5.00 
6.75 
6.00 
5.25 

6.50 
5.00 
5.62 
3.88 
5.66 
6.00 
5.00 
4.19 
3.50 



Number of 

Certificated 

Girl Workers 



1 

17 
5 
3 



Appendix 5— Statistics 



99 



Occupational 

or 

Industrial Group 



Candle Factory 

Candy Stores ■ 

Carpenters 

Drug Stores 

Embroidery Works 

Express Wagons 

Feather Factory 

Gardeners 

Handle Maker 

Heel Plate Factory 

Ice Wagons 

Junk Shops 

Metal Lathes 

Milk Wagon 

Neckwear Factory 

Optical Goods Factory 

Hall Boy 

Painters 

Photographer 

Piano Factory 

Picture Frame Factory- 
Plumbers 

Plumbers' Supplies 

Rubber Auto Spec 

Smelters 

Theatres 

Undertakers 

Upholsterers 

Vegetable Stores 

Wooden Box Factories. 

Hosiery Manufacturers 

End Cutters 

Examiners 

Trimmers 



House Workers 

Jewelry Manufacturers 

Apprentices 

Enamelers 

Helpers 

Inspector 

Jewelers 

Polishers 

Wirer 



Knitting Mills 

Finishers 

Hand Sewers 
Winders 



Average 
Weekly 
Wage 



5.65 

4.75 

5.08 

4.87 

4.38 

4.26 

7.0O 

3.87 

5.00 

4.87 

5.00 

5.66 

5'.00 

4.50 

4.50 

5.33 

3.50 

6.50 

5.00 

4.91 

4.25 

4.50 

3.83 

4.75 

5.00 

5.66 

5.00 

6.00 

4.27 

4.57 



5.10 
5.50 
5.25 

3.77 



4.30 
4.00 
4.50 
7.00 
4.71 
4.78 
6.00 

4.89 
4.00 
4.00 



Number of 

Certificated 

Girl Workers 



25 
1 



5 
5 
4 

120 



11 
1 
3 
1 
4 
7 
1 



100 



Vocational Overview 



Occupational 

or 

Industrial Group 



Laundry Workers 

Folders 

Helpers 

Marker 

Sorters 

Leather Manufacturers 

Apprentices 

Blackener 

Cleaners 

Dryer 

Helpers 

Packer 

Reelers 

Sewer 

Sorters 

Straight Layer 

Strippers 

Machine Manufacturers 

Apprentices 

Assemblers 

Bench Workers 

Box Boys 

Core Boys 

Drill Press Hands... 
Foot Press Hands... 

Helpers 

Lag Fillers 

Messengers 

Pin Boys 

Stock Boys 

Tracer 

Men's Tailors 

Bushelers 

Examiners 

Helpers 

Learners 

Machine Operators 

Marker 

Tailors 

Messengers 

Metal Goods Mfgrs. 

Apprentices 

Bench Workers 

Helpers 

Inspector 

Iron Smith 

Press Feeders 



Average 
Weekly 
Wage 



4.00 
4.80 
4.50 
5.00 

6.25 
5.50 
5.16 
4.0O 
6.29 
5.00 
7.75 
6.00 
5.50 
6.00 
5.40 

5.61 
5.57 
6.75 
5.00 
4,25 
4 70 
7.12 
4.61 
4.12 
4.00 
5.00 
5.08 



5.00 
4.75 
4.22 
3.75 
4.37 
5.00 
4.42 

4.45 



5.12 
4.62 
5.40 
6.00 
600 
4.66 



Number of 

Certificated 

Girl Workers 



24 
2 
4 
1 
6 



AppiiNDix 5 — Statistics 



101 



Occupational 

or 

Industrial Group 



Scrapers 

Stacker 

Wirer 

Wrapper 

Metal Novelties Mfgrs. 

Assemblers 

Bronzers .: 

Decorators 

Foot Press Hands 

Helpers 

Platers 

Wrappers 

Miscellaneous 

Nurse Girls 

Office Workers 

Paper Box Mfgrs. 

Apprentices 

Benders 

Block Makers 

Carriers 

Cutter 

Finisher 

Learners 

Slitters 

Paper Pattern Mfgrs. 

Envelope Boy 

Model Boy 

Stock Girls 

Pencil Mfgrs. 

Coaters 

Feeders 

Printers 

Apprentices 

Feeders 

Helpers 

Retail Stores 

Clerks - 

Elevator Operator 

Errands 

Order Boys and Girls. 

Parcel Collectors 

Sales Boys and Girls... 
Stock Boys and Girls... 
Wrappers 



7.00 

3.50 
4.00 
3.75 



4.11 
4.61 

4.81 
6.S0 
4.00 



4.29 
4.50 
4.45 
4.59 
4.50 
4.34 
5.00 
4.12 



Average 


Number of 


Weekly 


Certificated 


Wage 


Girl Workers 


5.00 


1 


6.00 




6.00 


1 


5.00 




4.50 


7 


4.87 


1 


5.50 




5.16 




5.01 


23 


5.00 


1 


4.40 


5 


4.87 


10 


3.18 


15 


4.76 


29 


5.14 


12 


4.30 


28 


4.62 


3 


4.66 


• 


12.00 




5.00 


1 


4.41 


17 



31 

"6 
2 

49 

3 

30 



102 



Vocational Overviivw 



Occupational 

or 

Industrial Group 



Ribbon Manufacturers 

Hand Sewers „... 

Labelers 

Skeiners 

Stock Clerk 

Shirt Manufacturers 

Marker 

Operator 

Shoe Manufacturers 

Case Makers 

Cutters 

Embosser 

Floor Girl 

Helpers 

Inker 

Shipping Clerks 

Sorter 

Table Hands 

Utility - ■- 

Wrapper 

Thread Manufacturers 

Carders 

Cleaners and Sweepers. 

Creelers 

Doffers 

Drawer 

Helpers 

Learners 

Packer 

Repairer 

Spinner 

Tube Cutter 

Tinware Manufacturers 

Box Makers 

Carriers 

Dippers 

Duster 

Edger 

Fly Boy 

Helpers 

Inspector 

Packer 

Paperers 

Press Hands 

Solderer 

Stock Clerks 

Wiper 



Average 


Number of 


Weekly 


Certificated 


Wage 


Girl Workers 


5.21 


26 


5.25 


2 


4.66 


5 


5.00 




6.00 


1 


6.00 


1 


4.00 




4.00 




7.00 




5.00 


1 


4.62 


3 


5.00 




4.25 




5.00 


1 


4.59 


5 


5.33 


2 


5.00 


1 


6.50 




5.67 


42 


5.20 


1 


5.25 


2 


6.00 


1 


5.11 


7 


5.59 


14 


7.00 


1 


4.50 




650 


1 


5.00 


1 


6.50 




6.66 




6.36 


9 


5.00 


1 


5.00 




5.00 




6.06 


2 


5.00 


1 


5.00 




6.12 


8 


6^5 


1 


6.50 


1 


6.20 


2 


6.00 


1 



Appe;ndix 5 — Statistics 



103 



Occupational 
or 
Industrial Group 



Toy Manufacturers 

Assemblers , 

Dipper 

Doll Dresser 

Painters 

Polisher 

Tester 

Trunk and Bag Mfgrs. 

Bench Workers , 

Elevator Boy 

Helpers 

Undergarment Mfgrs. 

Apprentice 

Bench Workers 

Cleaners 

Cutter 

Examiners 

Helpers 

Notcher 

Operators 

Ribboners 



Average 


Number of 


Weekly 


Certificated 


Wage 


Girl 


Workers 


4.58 




5 


5.00 






6.0O 




1 


4.00 




1 


4.00 




1 


5.00 




1 


4.83 




1 


5.00 






5.00 






4.00 






5.00 




1 


4.50 




1 


4.00 




1 


3.60 




5 


5.14 




6 


3.00 




1 


6.00 




6 


3.50 




4 



APPENDIX 6. 

LIST OF REFERENCES ON THE TRAINING FOR 
VOCATIONS OF GIRLS AND WOMEN 



Alliance Employment Bureau. Occupations for Phila. Girls, Paper 
Box Making (107 E. 17th St., N. Y. C). 

Industrial Art, Novelty Painting, Air Brush Work, Costume 
Illustration. 

Inquiries into trades for factory workers. 29 pp. N. Y. 1913, 
$.25. Sample mounting, Perfumery trade, Candy trade and case 
making of jewelry and silverware included. 

Asso. of Collegiate Alumnae Bulletin, No. 1, Apr. 1913, Vocational 
Training. 

Vocations for the Trained Women by Eleanor Partin and Mar- 
garet A. Post, Comm. on Economics of College Women, Boston 
Branch. 

Vocational training, a classified list of institutions training 
women for occupations other than teaching. Northampton, 
Mass., Press of Gazette Printing Co., 1913. 137 pp. Bulletin 1. 
Contributions towards a bibliography of the higher education 
of women. 42 p., Boston, 1897 (Boston Public Library. Bib- 
liographies of special subjects). 

Supplement. Special education and work Pt. 4, pp. 27-36. 
Supplement, 57 pp., Boston, 1905. Vol. I. Occupations and 
opportunities for college bred women. Pt. 6, pp. 24-25. 
(Boston Branch) Social service as an occupation for women. 
(In co-operation with Women's Educational and Industrial 
Union. Publ. 1914. In Part 2 of Vocations of the trained 
women.) 

(Washington Branch) Status of women in the classified civil 
service of the U. S. in the Dist. of Columbia. 19 pp. typewritten. 
Washington, 1913. 

The basis of the classification is salary, no position paving 
under $750 a year being considered. In the introduction, 
the opportunities for women in the Federal service are 
discussed. 

Arnold, Sarah Louise. Vocational education for women. Econo- 
mic position of women. N. Y. Columbia Univerity, 1913. 
The needs of technical training for women, and the work 
of Simmons College in supplying such training. 

Academy of Political Science. The economic position of women. 
N. Y. 1910, 193 pp. (Proceedings, Vol. I, No. 1.) Includes sev- 
eral papers on occupations for women. Bookbinding, Dress- 
making and Millinery, Railroading, Salesmanship. 

Apprenticeship and Skilled Employment Association. 

Trades for London girls and how to enter them. 145 pp., Lon- 
don, Longmans, 1909. 



Appi^ndix 6 — List of References 105 

Alden, Cynthia W. Women's ways of earning money. New York 
A. S. Barnes & Co, 1910, 278 p. 16. Architecture and Art, Civil 
Service, Domestic Science, Factory Work, Farming and Gar- 
dening, Music, Nursing, Stenography and Typewriting, Stores 
or Shops, Telephone and Telegraph Operating. 

Byrner, Edna. The Garment Trades, Cleveland Education Survey, 
Cleveland, Ohio, 1916. 

Dressmaking and Millinery, Survey Committee of the Cleve- 
land Foundation, Cleveland, Ohio, 1916. 

The Limitations and Possibilities of Industrial Training for 
Women in Industrial Arts. Magazine, Vol. VI, No. 3, p. 89 
(Mar., 1917). Cleveland Survey. (The Bruce Publ. Co., Mil- 
waukee, Wis.) Editorial on the Cleveland Reports, p. 121, 
criticising conditions. 

Blair, R. Girls' Schools. In Imperial education conference. Re- 
port 1911, London, printed by Eyre and Spottiswood, 1911, pp. 
166-74. 

Berry, Thomas W. Professions for girls. 125 pp., London Union, 
1909. 

Bloomfield, Meyer. Youth, school and vocation. 273 pp., Bost., 
Houghton, 1915. Section on suggestive material includes infor- 
mation regarding opportunities in a number of occupations. 
References. 

Readings in vocational guidance. 723 pp., Bost., Ginn, 1915. 
Part III. Examples of vocational information gives data re- 
garding occupations for boys and girls. 

Brewer, Florence M. Choosing an occupation, the kinds of work 
that are open to women in Poughkeepsie. 85 pp.. Board of Edu- 
cation, Poughkeepsie, N. Y., 1911. 

Among the occupations described are salesmanship, stenog- 
raphy, telephone operating, publishing house work, trained 
nursing, teaching, and library work. 

Bird, M. Mostyn. Women at work. 257 pp., London, Chapman, 1911. 
$2.00. A study of the different ways of earning a living open 
to women. An English work giving short summaries of the 
requirements, conditions of work, pay and opportunity for ad- 
vancement in the principal trades and professions for women. 

Blood, M. E. New England girl graduate. Arena, Aug., 1910. 
Vol. 24, p. 214-224. Discusses vocations. 

Butler, E. B. Saleswomen in mercantile stores, Baltimore, 1909. 
N. Y. Charities Publication Committee, 1912. 217 pp. 

Bennett, E. A. Journalism for women, 1898. Advice for the wo- 
man aspirant as to the sphere of women in journalism and as 
to ways and means of entering and succeeding in the work. 

Baxter, S. Telephone girl. Outlook, 83: 231-239 (May 26, 1906). 

Carnegie Institute of Technology. Bulletin Ser. 12, No. 4, 1916-17. 
Margaret Morrison Carnegie School, p. 223. 

Chicago School of Civics and Philanthropy. Finding employment 
for children who leave the grade schools to go to work. 56 
pp., Chicago, 111. 

Opportunities of employment in Chicago open to girls un- 
der 16. Trade and technical classes for girls. Selected 
bibliography relating to employment supervision. 



106 Vocational Overview 



Cleveland Foundation Survey Committee. Cleveland Education 
Survey, 26 Vol., 1915-17. Detailed study of vocational oppor- 
tunity' in a number of occupations, including commercial work, 
dressmaking, department stores. 

Co-operative Employment Bureau for Girls. Vocations for Cleve- 
land girls, printing, bookbinding and allied trades, 11 pp., Con- 
sumers' League Ohio (Hand-book No. 2). Based largely on 
the bulletin issued by the Vocation Office for Girls, Boston, 
Mass. 

Consumers' Leafgue of Eastern Pennsylvania. Occupations for 
Phila. girls, Witherspoon Bldg., Phila. Bulletins on vocations' 
smiilar to those issued by Girls' Trade Education League, 
Boston. 

Consumers' League of Philadelphia. Vocational education for girls. 
A report on vocational opportunities for girls in the city oi 
Phila., 71 pp., Type. Phil., 1915. 

Consumers' League of Connecticut. Glance at some European anu 
American vocational schools for children from 12 to 16 years 
of age, 1911. 

Central Bureau for the Employment of Women. The Fingerpost. 

A guide to the professions and occupations of educated women. 

Ed., 3 rev., London, 1909. 

A collection of papers on the various employments open 
to the trained women, giving an account of the work, its 
requirements and compensation. Arts and crafts, domestic 
science, horticulture, social work, and business, are among 
the various subjects considered. 

Cornell Women's Club. The civil service as a vocation for women 
in N. Y. State, 34 pp., typewritten, N. Y., 1912. 

The opportunity for educated women in state, county and 
civil service. Concise information as to qualifications, sal- 
ary, chances for advancement, also detailed instruction 
about examinations. 

Cranston, R. After college days, what? Delineator, May, July, 
1909. 

Crawford, Mary Caroline. After college, what? (In the College 
Girl of America, Boston Page, 1905, pp. 291-308.) 

Discussing the problem of employment and specific occu- 
pations offering an opening for educated women. 

Candee, Helen C. How women earn a living. New York, The 
Macmillan Co., 1900, Advertising, Architecture and Art, Busi- 
ness in General, Domestic Science and Art, Hair-dressing and 
Manicuring, Flower Growing and Selling, Journalism, Lecturing, 
Literary Work, Nursing, Stores and Shops. 

Claghorn, K. H. College training for women, 1897. 

Church, Ella Rodman. Money-making for ladies, N. Y., Harper 
and Bros., 1882, p. 221. 

Dodge, Harriet Hazen. Survey of occupations open to girls of 
14 to 16 years. Miscellaneous, Girls' Trade Education League, 
Boston, Mass., Advertising, Architecture and Art, Bookbinding, 
Business in General, Dentistry, Domestic Science and Art, 
Dressmaking and Millinery, Factory Work, Manicuiring, etc.. 
Nursing, Photography. 



Appendix 6 — List of References 107 

Dooley, Wm. H. Vocational Mathematics for Girls, 1917. 

Dean, Arthur D. Women in home and industry. The worker and 
the state. A study of education for industrial workers. New 
York, The Century Co., 1910, pp. 61-109. 

Drysdale, Wm. Helps for ambitious girls. New York, T. Y. Cro- 
well & Co., 1900, 505 pp. Short discussions of the requirements 
and prospects in various professions. 

Davis, Jesse Buttrick. Vocational and moral guidance, 303 pp., Bos- 
ton, Ginn., 1914. Vocational direction in the grades, choosing 
a vocation, preparation for life work, vocational counseling 
and placement. 

Davis, Annie E. The junior secretary; a guide to the secretarial 
profession for girls and young women. London, N. Y., 1913, 
92 pp., illus. 
Englishwoman's Year Book and Directory. Ed. of G. E. Mitton, 
390 pp., London, Black, 1912. 

Handbook on the subject of women's education, professions, 
and organizations. Eighty professions are briefly described. 
Requirements of the work and institutions offering training. 

Eaton, Jeannette and Bertha M. Stevens. Commercial work and 
training for girls, 289 pp., N. Y., Macm., 1915. Classification 
of office work, working conditions, demands. 

Fairchild, E. T. Outline in Agriculture and Home Economics. 

State Supt. of Public Instruction, Kansas. 
Francke, Marie. Opportunities for women in domestic science, 

1916, Phila. Asso. of Collegiate Alumnae, 64 pp.. Bulletin No. 2. 
Fiske, Lewis R. Choosing a life work, 227 pp., N. Y., Eaton, 1909. 

Discusses the leading vocations. 
Girls' Technical Institute, Alabama Bulletin, June to July, 1916. 

Gordon, Mrs. M. O. Handbook of employments, 544 pp., Aberdeen : 
Rosemount Press, 1908. "Specially prepared for the use of 
boys and girls on entering the trades, mdustries and profes- 
sions." 

Gewin, E. B., and Wm. Alonso Wheatley. Occupations; a text 
book in vocational guidance, 357 pp., ill. Bost., Ginn., 1916. 
Detailed study of some of the more important vocations. Some 
of the occupations included are of interest to girls as well as 
boys. 

Hoover, Jessie M. Bulletin on Idaho Bread Contest Club. Head 
of Home Economics Dept. of Idaho Agri. College. 

Household Arts Schools, Departments and Evening Classes. 1913, 
Commonwealth of Pa., Bulletin 4. Dept. of Public Instruction, 
Vocational Division, Harrisburg, Pa. 

Henschke, Margaret. An introduction to the theory and practice of 
girls' continuation schools. Leipzig, Hofman, 1902, 172 pp. 

Hofifman, Jon. The universally compulsory girls' continuation 
schools, Leipzig, Wunderlich, 1903, 99 pp. 

High School Teachers' Association of N. Y. C. Students' aid com- 
mittee. Choosing a career. A circular of information for girls. 
N. Y., 1909, 26 pp. 



108 Vocational Overview 



Heitland, Mrs. Margaret. Professional women upon their profes- 
sions. An English book recording conversations with various 
women. Accountancy and Bookkeeping, Architecture and Art, 
Dentistry, Clerical Work, Stores or Shops. 

Hogarth, Janet E., and others. Educations and professions. 

Kinne & Colley. Food and household management. A text book 
of the household arts, publ. Jan., 1914. 

Kley, Dr. Wilhelm. The education of our daughters after leaving 
school. Hanover, Meyer, 1904, 69 pp. 

Keeling, Frederic. The labor exchange in relation to boy and girl 
labor. London, P. S. King & Son, 1910, 76 pp. 

Kingsbury, S. M. Efficiency and wage of women in gainful occupa- 
tions. Asso. of Collegiate Alumnae Journal. Ser. 3, No. 18. 
Dec, 1908, pp. 19-30. Discusses the standard of living of college 
women. 

Economic efficiency of college women. A. C. A. Journal. Ser. 
3, No. 20, Feb., 1910. Budgets of 460 colleges showing the 
salaries in the principal professions open to educated women. 

Kilbourn, Katherine R. Money-making occupations for women. 
Washington, The Neale Publ. Co., 1901, 177 pp. 

Lord, Isabel Ely. Pratt Institute (Catalogue), Brooklyn, N. Y., 
1914-15. School of Household Science and Arts. Director, 
p. 54. 

Laselle, May A. and Katherine Wiley. Vocations for Girls. Inst, 
in the Tech. High School, Newton, Mass., 139 pp. 

Lemp, Eleanore. The Girls' Continuation School, an industrial in- 
stitute. Leipzig, Press of the Durr Book Co., 1905, 53 pp. 

Lyon. Otto. The continuation school for girls. Leipzig, Teubner, 
1906, 24 pp. 

London County Council. Conference of teachers, 1906. Report and 
proceedings. No. 948. Papers on "Day Trade Schools for Boys 
and Girls," by S. Hick, Mrs. Oakshott, Miss Smith, etc. 
Education Comm. Women's trades, 1908, 41 pp. 

Lautz, Th. Continuation and special trade schools for girls. Pre- 
pared at the suggestion of the Union of German Industrial 
Schoolmen, Wiesbaden, Gergmann, 1902, 232 pp. 

Lange, A. F. The problem of the professional training for women. 
School and society, 3. 480-85, April 1, 1916. 

London County Council. Technical education board. Report of 
the special sub-committee on technical instruction for women. 
(London, printed by J. Truscott and Son, Ltd.), 1903, 23 pp. 

Liebrecht, Frau Elfrieda. Educations and professions for women. 
123 pp., Berlin, 1909. Information as to the requirements and 
conditions in the principal occupations open to women. 

Lyon, E. F. Successful young women, 1911. Counsel to young 
women on conduct in the home and in the world. 

Manhattan Trade School for Girls, N. Y. C. June, 1912 (Pam- 
phlets). 
Preparation for Trades, Nov. 24, 1915. 



Appendix 6 — List of Riji^erences 109 

Reports, 1904 to date. "The reports of this institution contain 
very suggestive matter as to the methods of instruction, the 
attitude of employers and workers towards the school, and 
data as to the records of the graduates." 

McCracken, Eliza. Making the working girl a craftswoman. Out- 
look, 84: 1013-23, Dec. 23, 1906. Work and results of the Man- 
hattan Trade School for Girls. 

McGlauflin, Isabelle. Vocational training for girls. Education 31 
523-26, April, 1911. ' " 

Marshall. Florence M. How to conduct a trade school for girls. 
In Natl. Society for the Promotion of Industrial Education 
Proceedings, 1909. N. Y., 1909, pp. 90-100 (Bulletin No. 9). 
Industrial training for women (Asbury Park, N. J., Kinmonth 
Press, 1907). 59 pp. (Natl. Society for the Promotion of In- 
dustrial Edu.), Bulletin No. 4. 

American academy of political and social science. Annals 33. 
119-26, Jan., 1909. 

The public school and the girl wage-earner. Charities and the 
commons, 19 848-51, Oct. 5, 1907. 

Mass. Bureau of Labor Statistics. Industrial education for work- 
ing girls. Boston, 1905, 38 pp. (Pt. 1 of Annual rept.) 
Commission on industrial education. (Report on the Hebrew 
Technical School for Girls, and the Manhattan Tracie School 
for Girls.) In report, 1908, Boston, Wright & Potter Printing 
Co, State printers, 1908, pp. 607-18. 

Murtland, Cleo. What the society is planning to do for industrial 
education for girls and women. Natl. Societv for the Promo- 
tion of Industrial Education, proceedings, 1913, pp. 149-55. 

Mumm, Elizabeth von. The obligatory continuation school for the 
female sex in hygienic relations. Lecture before the general as- 
sembly of the lower Rhine union for the care of public health, 
at Cologne. Bonn, Martin Hager, 1906, 14 pp. 

MacLellan, D. M. Vocations; an analysis of the various occupa- 
tions, professions and trades for the guidance of men, women, 
boys and girls who are selecting a life career. (Ser. 1 Pt. 1), 
Vol. I, N. Y., MacLellan, 1911. 

Marden, O. S. Choosing a career. 481 pp., Indianapolis. Bobbs- 
Merrill, 1905. 

MacLean, Annie Marion. Wage-earning women. N. Y., The Mac- 
millan Co., 1910, 202 pp. 

Martin. Eleanor, and Post, Margaret A. Vocations for the trained 
women. N. Y., London, etc., Longmans, Green and Co., 1914, 
175 pp. 

Morley, Edith Julia. Women workers in seven professions; a sur- 
vey of their economic conditions and prospects. London, G. 
Routledge & Sons, Ltd. N. Y., E. P. Button and Co., 1914. 

Minnesota University. Vocations open to college women, 39 pp. 
Minneapolis, 1912. (Bulletin of the University of Minnesota. 
Extra Ser. No. 1.) 

Maule, M. K. What is a shop girl's life. World's Work, 14 Sept., 
1907. 



110 Vocational Overview 

Manson, G. J. Work for women. 

Morten. Honnor. How to become a nurse and how to succeed. 
1895. An English work. 

National Society for the Promotion of Industrial Education. What 
Vocational education is needed for Dressmaking and Millinery? 
Bulletin 21, Minn. Report. 

What Vocational Education is needed for the Garment Trades. 
Bulletin 21, Minn. Report. 
. What Vocational Education is needed for the Laundries? Bul- 
letin 21, Minn. Report. 

Survey Report on Vocational Training of Girls in Minneapolis. 
Elizabeth M. Fish, p. 212. 

Trade methods and part-time courses for girls in N. Y. C. 
Florence Marshall, p. 220. Bulletin No. 22. Minn. Report, Jan. 
20, 1916. 

Home-making. Recommendations of committee dealing with 
training of the home workers. Bess M. Rowe, p. 117, Bulletin 
No. 22, Minn. Report, Jan. 20, 22, 1916. 

Short unit courses in a girls' trade school. Helen R. Hildreth, 
p. 62, Bulletin No. 22, 9th Annual Meeting, Minneapolis, Jan. 
20, 22, 1916. 
Household Arts as Vocational Education. 

Abby Marlatt, p. 173. 

Lilla P. Frich, p. 178. 

Carrie L. Wilkerson, p. 180. 

Anna M. Cooley, p. 182. 

Mrs. Harvey Hickok, p. 187. 

Bulletin No. 22, Minn., Jan. 20, 22, 1916. 
Industrial training for women by Florence Marshall, 1907, 59 
pp. Bulletin No. 4. Bulletin No. 13, Proceedings, Fourth An- 
nual convention, Boston, Mass., 1910, New York, 1911, 213 pp. 
Part I. Trade Education for Girls; Part II, Apprenticeship 
and corporation schools; Part III, Part time and evening 
schools; Part IV, The social significance of industrial education. 
What vocational education is needed for salesmanship in the 
dept. stores? Bulletin 21, Minn. Report. 

Nearing, Scott and Nellie. Women in specific employments. (Wo- 
men and Social Progress, N. Y., Macm., 1912, Ch. 27.) See 
also the chapters on the new alignment of industrial occupa- 
tions, philanthropy training. 

Nat'l. Federation of Settlements. Boston and N. Y. Young work- 
ing girls, by Woods & Kennedy, 1913. 

New York School Teachers' Asso. Students' Aid Committee. 
Choosing a career, a circular for girls. New York, 1909, 26 pp. 

New York Tribune, N. Y. Occupations of women and their com- 
pensation, 1898. 

New York City Legal Aid Society. Domestic employment; a hand- 
book, 1908. 

O'Leary. Iris Prouty. Cooking in the Vocational Schools. Bulletin 
1, 1915. U. S. Bureau of Education. 

Osborne, Lucy. The school luncheon. The Worcester Trade School 
for Girls, June, 1912. 



Appe;ndix 6 — List of References HI 

Osborne, Leno. Food and Clothing. Super, of Dept. of Home 
Economics, Public Schools, Oklahoma City, Okla., May, 1914. 

Perry, Lorinda. Millinery as a Trade for Women. Woman Edu- 
cation and Industrial Union, Boston, Mass., Vol. V, 1916, 134 pp. 

Parker Mary E. Preparation for industrial vocation. Journal of 
home economics, 5: 397-408, Dec, 1913. 

"Presented at the Sixth Annual Meetmg of the American 
Home Economics Association, Ithaca, 1913." 

Perkins, Agnes F. Vocations for the Trained Woman. Opportu- 
nities other than teaching. Boston, Women's Educational and 
Industrial Union, 1910, 296 pp. 

Planck, Mathilde. The compulsory continuation school for girls. 
Stuttgart, Gutenberg, 1907, 10 pp. 

Parsons, Frank. Industries open to women. (Choosing a voca- 
tion, Bost., Houghton, 1909, pp. 66-70.) 

Parris, Marion. College women in non-teaching professions. Asso. 

of Collegiate Alumnae Journal, April, 1910. (Ser. 3, No. 21.) 

"A discussion of opportunities for work open to students 

interested in economic and social problems, the conditions 

attached, and the approximate salaries." 

Prichett, Henry Smith. A woman's opportunity in business and 
the industries. 21 pp., Boston, Simmons College, 1907. 
Address given at second annual commencement of Simmons 
College. 

Putnam, Herbert. The Prospect. Simmons Quarterly, June, 1912. 
The survey of the situation confronting women who are about 
to enter upon a career of self-support. Discusses the prob- 
lem which women in professional life must face. Of interesl 
to all who are concerned with _ the larger opportunities for 
women and their attendant obligations. 

Poughkeepsie, N. Y., Education Board. Choosing an occupation ; 
the kinds that are open to women in Poughkeepsie, compiled 
for the Board of Education by Florence M. Brewer, with the 
assistance of the superintendent of schools and the city teach- 
ers, 1911. 

Prince, Mrs. L. W. What the school can do to train girls for work 
in ' department stores. (In Nat'l. Society for the Promotion 
of Industrial Education.) Bulletin No. 13, 1911, pp. 12-16. 

Queisser. Girls' continuation schools. Leipzig, 1903. 

Richardson, Anna Steese. The girl who earns her own living, 283 
pp., N. Y., Dodge, 1909. Requirements, necessary training, op- 
portunity for advancement in the principal occupations open to 
girls. Intended primarily for those who have not had college 
education. 

Roche Adelaide Bennedict. Salesmanship for women. New York, 
The Ronald Press Company, 1914, 137 pp. 

Reinherz Helene. Business methods and secretarial work for girls 
and women, 89 pp. London, Pitman, '12. Brief outline of the 
various departments of secretarial work with introductory pages 
on the duties of a secretary. 



112 Vocational Overvie;w 

Rolker, A. W. The college women in business. (Good House- 
keeping, Aug., 1911. Vol. 53, pp. 147-253.) Discusses several 
occupations. 

Snedden, David S. The problem of vocational education. Boston, 
Houghton Mifflin Co., 1910, 86 pp. (Riverside Educational 
Monographs. Ed. by H. Suzzallo.) 

Spencer, Anna Garlin. The social value of industrial education 
for girls. National Society for the Promotion of Industrial 
Education Proceedings, 1908, pp. 38-45. Bulletin No. 6. 

Sumper, Helene. Continuation schools for girls. Gera, Th. Hofif- 
man, 1899. 

School Reports and Catalogues. The Girls' Vocational School's 
Course of Study, Los Angeles, Calif. 

Trade School for Girls, Boston, Mass. Bulletin, April, 1911. 
April, 1912; Nov., 1912; May, 1913; Nov., 1913; May, 1914; 
May, 1915. 

Sweet, Margaret. Idaho Sewing Contest Club. Sewing Bulletin 
No. 3. Idaho State University, Idaho State Dept .of Public 
Instruction. 

Stoddard, John S. and Yendes, Lucy A. What shall I do? Fifty 
profitable occupations for boys and girls. New York, Hinds 
and Noble, 1899. 

Shearyn, Phoebe. Professional women. (Thompson. Position of 
women. London, Nesbit, 1911, pp. 83-102.) 

Simmons' College. Dept. Bulletins, 1910. Bosion, Simmons' Col- 
lege. The college is issuing a series of bulletins describing the 
vocational training offered by its different schools, the char- 
acter of the work and course of study in each, with a discus- 
sion of the opportunities for the trained women in the field 
for which preparation is given. The following bulletins have 
been published: Dept. of General Science, Dept. of Library 
Science, Dept. of Household Economics, Dept. of Sec. Studies, 
Dept. of Social Work. 

Saunders, F. W. Letters to a business girl, 1908. 

Sellmann. An account of work with girls, as carried on by the 
"Pfadfinerinnenbund," the "Wandervogel," and the "Deutcher 
junghelferbund." 

Trade School for Girls, Boston, Mass. (Miscellaneous Pamphlets.) 

Thum, Wm. Manufacturing-works high school for young women. 
Arena, 39; 303-307, March, 1908. 

Trowbridge, Ada W. Home Schools, School review, 20: 627-30, 
Nov., 1912. 

Trades for London Girls, and How to Enter Them. London, Long- 
mans, Green & Co., 1909, 145 pp. 

Teachers' College, Columbia University, N. Y. C Nursing, Oppor- 
tunities in the Field of Nursing. Publ. by The Nursing and 
Health Branch of the A. A. of Teachers' College. 

Tuttle. Edith M. Vocational education for girls. Education, 34: 
445-58, March, 1914. 



Appendix 6 — List of References 113 

Talbert, Ernest L. Opportunities in school and industry for chil- 
dren of the stock yards district. 64 pp. Chicago, 1912. Con- 
siders vocational guidance. 

Turner, Mrs. Loretta E. How women earn a competence. North 
Fairfield, Ohio. L. F. Turner, 1902, 320 pp. 

Thomas, W. I. Woman and the occupations. American Magazine, 
Sept, 1909. 

U. S. Bureau of Labor Statistics. Short unit courses for wage- 
earners in part-time and evening schools, by W. A. O'Leary 
and Chas. A. Prosser. 

A factory school experiment. Bulletin, by Chas. H. Winslow. 
Vocational Education, Richmond, Va., Survey. 

U. S. Bureau of Education. A trade school for girls. Bulletin 
17, 1913. A preliminary investigation in a typical mfg. city, 
Worcester, Mass. 

Nursing, Bulletin 7, 1912. Educational Status of Nursing, by 
M. Adelaide Nutting. 

U. S. Bureau of Labor Statistics. Boot and Shoe Industry in Mass. 
as a Vocation for Women. Bulletin, Vol. VL Oct., 1915. 
Dressmaking as a trade for women in Mass., by May Allison, 
Bulletin, Washington, Sept., 1916. 

U. S. Library of Congress. Select list of reference on vocations 
for women. 15 pp. typewritten. Wash. Library of Congress, 
1912. 

A classified list of books and periodicals. References on speci- 
fic vocations. 

Van Kleek, Mary. Working girls in evening schools. Sec. Com- 
mittee on Women's Work, Russell Sage Foundation, 1914. 
Women in the Bookbinding Trade, 1913, 270 pp. 
Artificial Flower Makers, 1913. 

Vocation Office for Girls. Boston, Mass. Vocations for Boston 
girls, Boston, Mass. Girls' trade education league, 13 V, .Bul- 
letins 1-13. 

Walter, Henrietta R. Munition workers in England and France. 
Employment of women, pp. 26-29. The woman workers, pp. 
44-45. 

Winslow, Chas. H. Indiana State Board of Education. Bulletin 
21. Ser. 6. Report of Survey. 
Evansville, Ind., Survey. Bulletin 19, Ser. 4. 
Richmond, Ind., Survey. Bulletin 18^ Ser. 3. Industrial em- 
ployment, pp. 239-458. 

Weaver, W. E. Vocations for Girls, Director of Vocational Guid- 
ance and Industrial Education Bureau of the Buffalo Chamber 
of Commerce, 1913. 

Profitable vocations for girls, N. Y. and Chicago, The A. S. 
Barnes Co., 1915, 212 pp. 

Women's educational and industrial union, Boston. Appointment 
Bureau. Vocation series, Bulletin, 1-14 14 V. 
Bulletins: 1, Probation Work; 2, Advertising; 3, Home and 
School Visiting; 4, Publishing House Work; 5, Poultry Rais- 
ing; 6, Proof Reading; 7, Real Estate; 8, Industrial Chemis- 



iihS,^'^ O"" congress 



019 641 162 8 



